^4^^  ^  iC  H616;2. 


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AURORA  PUBLIC  SCHOOL. 


AND 


n^ud  pfl  |[tistmi|twi|» 


Published  by  order\of   the   Board  of  Education. 


AURORA,    ILLINOIS  : 

lEOMUNU   ^    I^AWKINS,      J'u  BLISHEf^S  ^UI^^ORA   pAILY  JJeWS,    pENBRAL  j^i^lNTBRS  AND  ^OOK  ^INDERS. 

1876. 


UX. 


•  •  •  •  •       • 


^^  COPYRIGHT,    1876,  ^L 


WM.     B.     POWELL.      }1^ 


^DUCATIOM  fe^^<^ 


t^^-rH^ 


Aurora,  Illinois, 

December  27,  1875. 
To  THE  Board  of  Education, 

Gentlemen: — I  herewith  present  a 
copy  of  the  Course  of  Study  now  used  in  the  schools  under 
your  charge  and  respectfully  call  your  attention  to  the  desir- 
ableness of  having  it  printed. 

This  course  has  grown  up  in  the  schools.  It  is  therefore 
a  development,  a  result  of  class-room  work,  and  is,  as  near- 
ly as  it  can  practically  be  made,  an  exact  copy  of  the  work 
now  done.  The  class  that  will  enter  the  high  school  at  the 
close  of  the  current  year  will  have  completed  the  work  of  the 
nine  grades  preceding  the  high  school  course,  with  the  sin- 
gle exception  of  the  last  three  months  of  Plant  work. 
Succeeding  classes  will  complete  the  entire  course  without 
difficulty. 

Much  of  the  work,  as  you  know,  is  done  without  pre- 
scribed text-books  in  the  hands  of  the  pupils.  It  is  believed, 
however,  that,  if  you  should  at  any  time  think  best  to  have 
pupils  use  text-books  in  more  studies  than  now,  the  de- 
tails, herewith  submitted,  in  print,  will  be  of  great  assist- 
ance to  teachers — enough  to  warrant  their  publication  as  a 
manual.  This  is  not  an  oral  course,  except  so  far  as  it  ap- 
plies to  pupils  too  young  to  read.  Our  pupils  use  books 
more,  and  much  more  intelligently,  now  than  when  les- 
sons were  assigned  them  from  prescribed  text-books.  As 
the  use  of  prescribed  texts  but  limits  the  extent  and  value 
of  the  pupils'  book  work,  there  is  the  more  need  of  a  defi- 
nite outline  of  what  should  be  accomplished  in  each  subject 
by  each  grade  of  pupils. 

The  time  and  care  given  to  this  course  of  study  during 
its  growth  warrant  the  belief  that  its  various  parts  are  so 
arranged  as  to  be  readily  adjusted  to  the  changing  and  grow- 
ing needs  of  a  vigorous  school.  The  course  is  indeed  ar- 
ranged by  grades  and  is  subdivided  into  terms',  months',  and, 
in  some  instances,  into  weeks'  work;  but  it  is  not  expected 
that  all  teachers  can,  at  any  time,  or  that  any  teacher  can,  at 


f,4'J'i2"? 


...,.,.;;;...  iv 

'ail  times,* 'do "fhe-Vork  as  prescribed.  The  varying  condi- 
tions of  time  and  weather,  of  health,  ability,  and  disposition, 
absolutely  preclude  the  possibility  of  this.  The  subjects 
are  arranged  separately,  and  the  divisions  into  terms', 
months',  and  weeks'  work  are  but  the  expressions  of 
opinion,  after  a  test  of  nearly  five  years  in  most  cases,  as  to 
how  much  can  be  done  by  good  teaching,  with  an  average 
class,  under  favorable  circumstances. 

Your  intelligent  arrangement  of  teaching  and  supervising 
forces  renders  it  possible  for  principals  to  know  the  exact 
condition  of  each  grade  of  pupils  at  all  times,  the  possibil- 
ities and  probabilities  of  each  teacher,  and  they  are  expect- 
ed to  adjust  the  course  to  the  circumstances  of  each  class 
under  their  supervision. 

If  the  teacher  is  inexperienced,  the  principal  should  in- 
dicate, month  by  month,  or  term  by  term,  at  most,  what  ought 
to  be  accomplished  in  each  branch  of  study. 

If  the  teacher  has  had  experience  attended  with  success, 
and  is  acquainted  with  the  school  to  be  taught,  he  and  the  prin- 
cipal, in  consultation,  should  determine  what  and  how  much 
to  do,  the  teacher  representing  the  children  in  their  exact 
condition,  and  the  principal  representing  the  interests  of  the 
general  system  of  instruction  and  the  purpose  of  the  school. 
These  decisions  should  be  subject  to  prompt  revision  as  soon 
as  an  error  in  judgment  has  been  detected. 

The  arrangement  of  this  course  of  study  renders  such 
management  possible  and  easy,  without  unnecessary  compli- 
cation, or  disarrangement  of  system. 

What  has  been  said  respecting  the  growth  of  this 
course  of  study  does  not  apply  to  all  of  Form  Work,  or 
Drawing.  Our  experience  in  the  use  of  cards  and  books 
has  been  unsatisfactory.  True,  our  pupils  could  copy  pic- 
tures very  cleverly  on  paper,  slate,  or  blackboAd ;  but 
when  tested  properly,  it  became  painfully  apparent  that  their 
skill  with  the  pencil,  their  culture  of  hand,  their  taste  and 
judgment,  were  not  at  all  commensurate  with  the  time  and 
labor  expended.  This  led  to  the  conclusion  that  either  we, 
the  teachers,  must  be  taught  by  competent  persons  how  prop- 
erly to  use  cards   and  books,   must  abandon  the  study  of 


drawing  as  impracticable,  or  must  adopt  some  other  means 
of  teaching  the  subject. 

The  first  was  impossible  under  the  circumstances.  The 
second  we  could  not  believe,  while  retaining  the  opinions  we 
hold  concerning  the  demands  and  possibilities  of  child  natures; 
the  obligations  the  schools  are  under  to  supply  these  demands 
and  realize  these  possibilities ;  and  the  close  relation  that 
Form,  its  production  and  application,  sustain  to  the  truly 
practical  in  mind  development,  as  well  as  to  the  truly  use- 
ful in  the  many  industries  of  our  time  and  country.  The 
last  course  only  was  left  to  us.  The  wisdom  of  our  present 
system  of  teaching  is  attested  by  the  results  of  the  work  done. 
The  work  assigned  to  the  upper  grades  is  taken  largely 
frotn  Smithes  Manual  and  has  not  yet  been  well  tested.  As 
it  occupies  but  little  room,  I  have  thought  best  to  present  it 
with  the  rest  of  the  work. 

The  course  in  Penmansliijp  is  not  given,  because  it  was 
thought  unnecessary  to  occupy  the  space.  We  use  the  cus- 
tomary graded  series  of  books  from  1  to  7  inclusive,  com- 
pleting the  course  in  the  eighth  grade.  In  the  ninth  grade, 
Single  and  Double- Entry  Book-Keeping  takes  the  place  of 
penmanship.  This  is  given  as  much  to  secure  good  writing 
independent  of  copies,  as  to  impart  information  in  book- 
keeping. 

A  course  in  Music  is  not  given  because  I  am  not  prepared 
to  make  definite  suggestions  based  on  experience.  By  sup- 
plementing the  graded  series  of  books  in  use  we  secure  fair 
results.  The  supplemental  work,  however,  has  never  been 
definitely  arranged.  I  fear  that  our  success  is  due  to  hard 
work  and  enthusiasm  rather  than  to  system. 

To  outline  the  high  school  course  in  full  requires  more 
space  than  can  be  given  in  this  volume.  It  is,  therefore, 
given  in  brief  outline  only,  with  the  single  exception  of 
Language  which  is  given  in  full. 

The  course  herewith  presented  has  been  the  ground-work 
for  study  in  the  post-graduate  course  devoted  to  normal 
training  since  the  establishment  of,  the  Normal  Department. 
It  has  been  the  object,  in  both  the  theory  and  training  branch- 
es of  this  department,  to  prepare  teachers  to  do  good  work 


VI 

under  careful  supervision,  rather  than  to  make  superintend- 
ents or  mental  philosophers  of  them, — to  make  skilled 
journeymen  who,  under  the  guidance  of  foremen  and  super- 
intendents, should  be  able  to  do  acceptable  work,  rather  than 
to  make  master  mechanics. 

By  a  year's  earnest  application,  students,  who  have  com- 
pleted our  academic  course  of  study  or  its  equivalent,  ac- 
quire a  comparatively  thorough  knowledge  of  the  order  in 
which  each  branch  of  study  should  be  presented  and,  to 
some  extent, of  the  relative  importance  of  the  various  branches 
of  study  and  of  the  different  series  or  other  divisions  of  the 
same. 

By  the  practice  and  critical  training  we  are  able  to  give 
them,  pupil-teachers  become  skilled  in  presenting  the  vari- 
ous branches  of  study  in  their  different  stages  of  advance- 
ment, and  skilled,  also,  in  tha  managesnent  of  classes  and 
rooms. 

The  character  of  the  teaching  now  done  in  the  different 
grades  of  our  school,  in  respect  both  to  quality  and  uniform- 
ity, is  such  as  to  warraiit  the  continuance  of  the  Normal  De- 
partment on  its  present  basis. 

I  desire  in  conclusion  to  express  my  grateful  thanks  for 
the  valuable  assistance  given  me,  in  the  preparation  of  this 
course^  by  my  associates  in  the  school.   . 

Without  their  aid  my  labors  would  have  been  immeasura- 
bly increased,  if  indeed  I  could  have  succeeded  at  all.  Mrs. 
L.  Hood,  Miss  M.  E.  Keyes,  Miss  L.  E.  Denney,  Miss  Eva 
Covalt,  Mr.  W.  S.  Mack,  Mr.  George  Shears  and  Miss  B.  B. 
Snow  have  aided  me  very  greatly. 

I  will  mention  especially  Frank  Thorwarth  who  has  given 
much  assistance  in  copying,  Mr.  T.  H.  Clark,  Principal  of 
High  School,  whose  careful  watchfulness  has  prevented 
many  errors  in  plan  and  detail,  and  Miss  E.  J.  Todd,  train- 
ing teacher,  who  has  prepared  a  large  part  of  the  work  of 
the  primary  grades. 

I  am,  with  high  esteem,  your  obedient  servant. 

W.    B.    P#WELL. 


CONTENTS 


READING. 

Time  Table. . 

Charts 

First  Reader. 
Second     *' 
Third       "     . 
Fourth    "     . 
Fifth        "      . 


LANGUAGE. 

First   Series —  First    Grade 

Second    **      

Second  Series — Third      "       

Third         "       Fourth    "      

Fifth       **       

Fourth  Series—  Sixth      "      

Fifth         ♦♦         Seventh"      

Eighth    "       

Ninth      "      

Sixth  Series—      "  **      

Seventh  "     High  School — First  Year. 

"         "        Second  " 

•*         ♦*         Third     '* 
Eighth     "  "          "       Fourth    " 

NUMBER. 

First  Grade 

Second 


Third 

Four  th 

Fifth 

Sixth 

Seventh 

Eighth 

Ninth 


GEOGRAPHY. 

First    Series — Third     Grade. 
Fourth 
Fifth 

Second  Series— Sixth 

Seventh 
Eighth 


3 

9 

15 

17 

20 

25 

30 

33 
36 
39 
47 
52 
58 
64 
71 
71 
73 
77 
81 

84 

90 
96 
102 
106 
109 
III 
112 

115 
117 

119 
120 
124 
127 

137 
144 


VIII 

BIOGRAPHY.  PAGE. 

First    Series  —  Sixth   Grade 154 

Second  Series — Seventh     " 159 

Eighth        "  167 

Third   Series— Ninth         "         174 

PLANTS. 

First  Series— First    Grade 181 

Second     "       182 

Third       "       183 

Second  Series— Fourth  *'         185 

Fifth        ♦* 186 

Sixth        " 186 

Seventh   "         187 

Eighth     '«         188 

Ninth      "         189 

Third  Series  -High  School — Second  Year 190 

ANIMALS. 

First  Series — First    Grade 191 

Second  *'       197 

Third  "       203 

Second  Series — Third  "      205 

Fourth  '* 207 

Fifth  " 2..S 

Sixth  "       209 

Seventh  "      210 

Eighth  "       212 

Ninth  "       214 

HUMAN  BODY. 

First  Series — First    Grade 215 

Second      "         217 

Third        "        219 

Second  Series — Fourth  "       219 

Fifth         '• 222 

Sixth  '       224 

Third  Series — Seventh  "      227 

Eighth       "      , 231 

Ninth        " .'. 233 

FORM. 

First   Grade 237 

Second  "      242 

Third    "      250 

Fourth  **      258 

Fifth     "      268 

Sixth     **       269 

Seventh**      269 

Eighth  **       274 

Ninth    •*       274 

Course  of  Study  in  the  High  School 276 


IX 

APPENDIX.  PAGE. 

Schedule  of  Pime  for  General  Lessons 277 

Plan  I 278 

Plan  II 280 

Plan  III 282 

Plan  IV 284 

Plan  V 285 

Plan  VI , .  287 

Plan  VII 289 

Plan  VIII 290 

Plan  IX 290 

Plan  X 292 

Plan  XI 294 

Outline  1 297 

Outline  II 298 

Outline  III 298 

Outline  IV    299 

Daily  Programme  of  First  C^rade 300 

"Third     "     301 

"Sixth      "     302 

"Ninth     "     303 


:&^<it^ 


EKRATA. 

Page  21,  first  line,  for  explosive  read  expulsive. 

Page  209,  after  cetacea  for  (fouk  weeks)  read  (two  weeks.) 


FIRST  YEAR. 
Ist  Term. — Charts  (from  75  to  100  words)  and  60  pages  of 

First  Reader  (first  book.) 
2d  Term. — First  Eeader  (first  book)  finished. 
3d  Term. — First  Reader  (second  book)  finished. 

SECOND   YEAR. 
1st  Term. — Second  Reader  (half  of  first  book.) 
2d  Term. — Second  Reader  (first  book)  finished. 
3d  Term. — Second  Reader  (half  of  second  book.) 

THIRD   YEAR, 
1st  Term. — Second  Reader  (second  book)  finished. 
2d  Term.— Third  Reader  (first  book)  to  page  100. 
3d  Term. —     Same  to  page  159. 

FOURTH  YEAR. 
1st  Term. — Third  Reader  (first  book)  to  page  223. 
2d  Term. —     Same  finished  in  advance. 
3d  Term. —     Same  first  half  reviewed. 

FIFTH  YEAR. 
1st  Term. — Third  Reader  (first  book)  finished  in  review. 
2d  Term. —     Same  (half  of  second  book.) 
3d  Term. —     Same  finished. 


READING. 


SIXTH  YEAR. 
1st  Term. — Fourth  Reader  to  page  ^^. 
2d  Term. —     Same  to  page  97. 
3d  Term. —     Same  to  page  137. 

SEVENTH  YEAR. 
1st  Term. — Fourth  Reader  to  page  179. 
2d  Term. —     Same  to  page  225. 
3d  Term. —     Same  finished. 

EIGHTH   YEAR 
1st  Term. — Fifth  Reader  to  page  94. 
2d  Term. —     Same  to  page  127. 
3d  Term. —     Same  to  page  173. 

NINTH  YEAR. 
1st  Term. — Fifth  Reader  to  page  233. 
2d  Term. —     Same  to  page  281. 
3d  Term. —     Same  finished. 


READING.       '         ,  •"     '  ;  '   ' 


CHART    WORK. 


THE  FIRST  READING  LESSON. 

General  Object. — To  cultivate  the  mental  faculties  and 
give  information. 

Secondary   ObjeCt.~To  teach  reading. 

Specific  Object. — To  develop  the  idea  of  the  word  boy 
and  teach  pupils  to  recognize  and  spell  it. 

Preparation. — Before  the  hour  of  recitation,  the  teacher 
should  print  the  word  hoy  with  other  words  many  times  on 
the  blackboard. 

When  the  pupils  are  to  recite,  they  should  be  arranged  in 
front  of  the  blackboard  and  charts,  so  that  the  word  to  be 
learned  can  be  seen  by  each. 

The  Real  Boy. — Select  from  the  class  a  boy,  place  him  be- 
fore the  pupils,  and  ask  them  to  state,  what  is  before  them, 
or  what  the}^  see,  as:  That  is  a  boy  ;  I  see  a  boy.  Then 
by  easy  yet  careful  questioning  obtain  answers  something 
like  the  following  ;  The  boy  has  eyes  ;  The  boy  has  feet  ; 
The  boy  has  ears.  The  teacher  then  asks  what  the  boy  can 
do  with  his  eyes,  feet,  ears,  etc.,  and  obtains :  The  boy  sees 
with  his  eyes  ;  The  boy  hears  with  his  ears,  etc.  (By  this 
time  the  timid  pupils  have  been  relieved  of  embarrassment  and 
inspiired  with  confidence.) 

The  Picture  Boy. — Show  the  class  the  picture  of  a  boy,  and 
require  pupils  to  point  to  and  name  the  parts  of  the  picture 
boy. 


READING. 


Now  ask  what  the  boy  before  the  class  can  do  that  the  boy 
oil  the  chart  or  in  the  picture  cannot.  Answers  similar  to  the 
following  will  be  given:  This  boy  can  see;  that  boy  cannot: 
That  boy  can't  run  ;  this  boy  can :     That  boy  can't  work. 

Ask  why  that  boy  cannot  see,  run,  work  etc.,  and  obtain : 
Because  that  is  a  picture  boy. 

Ask  what  kind  of  boy  to  call  this,  if  that  is  a  picture  boy, 
and  obtain :  A  true  boy ;  A  live  boy,  etc.  Give  tlie  term 
real^  and  have  pupils  point  to  the  real  boy  and  then  to  the 
picture  boy,  saying,  as  they  do  so.  This  is  a  real  boy  ;  or.  This 
is  a  picture  boy. 

The  word  Boy.— How  many  would  like  to  see  another  kind 
of  boy  ?  Watch,  while  I  write  something  that  makes  me  think 
of  a  real  boy.  (Teacher  prints  the  word  and  tells  the  pupil  it 
is  the  word  hoy^  Pupils  are  practiced  in  pointing  to  the  real 
boy,  the  word  boy  and  the  picture  boy,  and  then  to  the  word 
hoy  as  found  in  various  places  upon  the  blackboard  and  charts 
until  they  know  it  at  sight. 

Spelling.— Pronounce  the  word  hoy^  and  spell  it,  and  call 
upon  the  pupils  individually  and  in  concert  to  imitate.  Do 
this  until  each  pupil  can  say  boy — b-o-y — boy. 

Review  and  Drill.— Cause  pupils  to  find  the  real  boy,  the 
picture  boy  and  the  word  hoy.  Wherever  the  word  boy  is 
pointed  to,  let  the  pupil  finding  it  pronounce  and  spell  it. 
After  him  the  class  should  pronounce  and  spell  the  word  in 
concert. 

This  lesson  can  be  given  thoroughly  in  twenty  minutes. 

Note. — At  least  twelve  nouns  should  be  given  to  the  class  according  to  the 
above  plan  before  an  action  word,  or  verb,  is  given.  The  pupils  should  be  so 
drilled  that  they  shall  know  these  words  at  sight  and  be  able  to  write  them  on 
their  slates.    Ten  or  twelve  lessons  will  be  required  for  this. 


READING. 


THE  THIRTEENTH  READING  LESSON. 

Specific  Object. — To  teach  pupils  to  recocrnize  and  spell 
the  word  runsj  to  combine  this  woi-d  with  words  pi-evioiisly 
learned  and  form  sentences  with  them ;  and  to  learn  the  word 
the  and  use  it  with  the  other  words  in  making  sentences. 

MATTER. 

The  words  runs  and  the :  The  bov  runs;  the  irirl  runs;  the 
man  runs,  etc. 

METHOD. 

Preparation. — Before  the  time  of  recitation  the  teacher 
should  print  on  the  board  the  words  rttns  and  the^  and  the  sen- 
tences given  in  Matter. 

Arrange  the  class  in  proper  order  before  the  blackboards 
and  charts. 

Review. — Pupils  should  be  required  to  find  and  spell  the 
object  words  previously  learned.  Train  the  pupils  to  wc^rk 
rapidly. 

The  Action. — Select  a  child  from  the  class  and  tell  him  to 
go  from  a  certain  point  in  the  room  to  anothei  as  fast  as  he 
can.  Teacher  then  asks  what  the  boy  does.  Pupils  reply  ; 
The  boy  runs. 

If  it  were  a  girl  instead  of  a  boy,  what  would  you  say '?  The 
girl  runs. 

If  it  were  a  man,  what  would  you  say  ?  The  man  runs. 
(Continue  this  questioning  until  all  the  name  words  learned 
have  been  used  with  the  word  ru7i8  to  form  sentences.) 

The  Word  Runs. — Ask  how  many  wish  to  see  and  learn 
the  word  runs.  Print  it  in  several  places  on  the  board  and 
call  on  pupils  to  find  it  on  the  board  and  charts.  (Be  sure 
that  the  pupils  pronounce  the  word  correctly  and  distinctly.) 

Spelling. — Spell  the  word  for  the  pupils  and  require  them 
to  repeat. 

Drill  in  spelling  by  having  individual  pupils  point  to  the 
letters  as  they  are  pronounced. 


6  READING. 


The  Word  The,  Its  Spelling  and  Use.— Write  the 

sentence,  The  boy  runs,  on  the  board,  read  it  to  the  pupils 
and  have  them  repeat.  Let  them  find  the  words  they  know  ; 
tell  them  the  other  word  is  the  if  they  cannot  tell,  and  have 
them  find  the  word  in  other  places  on  the  board  and  on  the 
charts. 

Teach  them  the  spelling  of  the  word  as  before. 

Review  and  Drill.— Have  the  pupils  read  all  the  senten- 
ces given  in  Matter^  find  and  spell  tlie  two  new  words  many 
times.  Call  on  dull  pupils  oftener  than  on  others. 
(This  lesson  should  be  given  in  t^venty  minutes.) 
(From  twelve  to  twenty  verbs  should  be  given  according  to 
above  plan.  The  word  a  should  be  given  also.  With  these 
and  the  words  previously  learned,  many  sentences  bhould  be 
made.  Children  should  be  able  to  recognize  any  of  the  words  at 
sight,  as  well  as  to  write  them  on  the  slate.) 


THE  TWENTY^FIFTH    READING  LESSON. 

Specific  Object. — To  teach  pupils  to  recognize  and  spell 
the  word  good;  to  combine  the  word  good  with  words  pre- 
viously learned,  and  form  sentences  with  them ;  to  recognize 
and  spell  the  word  is  and  use  it  with  other  words  in  forming 
Benten(;es. 

MATTER. 

The  word  good;  The  good  boy  studies;  The  good  girl  reads; 
The  good  horse  walks;  The  good  cat  catches  mice,  etc.  The 
word  is;  Candy  is  good;  The  boy  is  good;  The  girl  is 
good,  etc. 

METHOD. 

Preparation. — Words  and  sentences  should  be  printed  on 
the  board,  as  in  previous  lessons. 

The  Idea  Developed  and  Expressed.— ah  those  who 

like  candy  raise  hands. 
How  does  it  taste  ? 
It  tastes  sweet.    It  tastes  good. 


READING. 


Yes.     If  it  tastes  good,  what  may  we  say  of  it? 

Candy  is  good. 

Name  other  things  that  are  good. 

The  apple  is  good.     The  peach  is  good. 

What  do  we  say  of  a  boy  or  a  girl  who  tries  to  do  right  ? 

The  boy  is  good.    He  is  a  good  boy. 

The  girl  is  good.     She  is  a  good  girl. 

(Pupils  give  many  other  sentences  containing  the  word  good.) 

The  Word  Learned. — What  new  word  do  you    want   to 

learn  to-day  ?  (Pupils  will  answer.) 

Teacher  should  next  print  the  word  in  several  places  on  the 
board  and  have  the  pupils  point  to  and  spell  it. 

Teacher  should  next  print  a  sentence  on  the  board  as  The 
good  horse  runs,  and  cause  pupils  to  read  it  word  by  word 
both  forward  and  backwards. 

Pupils  should  next  be  practiced  in  finding  sentences  upon 
the  boards  and  charts  as  they  are  pronounced  by  the  teacher. 
This  will  train  them  to  see  sentences  as  wholes.  This  eye  train- 
ing cannot  be  begun  too  soon. 

Next  teach  the  wc^rd  is  as  the  word  the  was  taught  in  lesson 
thirteen,  and  practice  children  in  finding  it  on  the  board  and 
charts.     Drill  in  reading  many  sentences  as  wholes. 

Erase  all  work  from  the  boards,  put  the  charts  out  of  sight 
and  drill  pupils  in  spelling  from  memory  the  list  of  words  they 
are  supposed  to  have  learned. 

Seat  Work. — Pupils  should  be  required  to  reproduce  on 
their  slates  sentences  containing  the  words  that  have  been 
taught  them.  Great  care  should  be  taken  to  have  this  done 
in  an  orderly  manner.  Some  extra  time  will  be  required  to 
show  them  how  to  do  it.  Be  careful  to  show  them  how  to 
hold  the  pencil  and  make  them  so  hold  it. 

From  ten  to  twenty  adjectives  should  be  given  according  to 
above  plan.  With  these  and  the  words  previously  learned  many 
sentences  should  be  made. 


READING. 


THE  THIRTY-SIXTH  READING  LESSON. 

Primary  Object. — To  teach  pupils  to  recognize  and  spell 
the  words  and,  on  and  in. 

MATTER. 

Artd^  on  and  iii. 
Jane  has  a  book  and  a  box.  John  has  a  knife  and  a  book. 

The  book  is  on  the  table.  The  bell  is  on  the  table. 

The  pencil  is  in  the  box.  The  slate  is  in  the  desk. 

METHOD. 

Preparation. — Words  and  sentences  should  be  printed  on 
the  board,  as  in  previous  lessons.  Give  a  brief,  vigorous  re- 
view of  words  previously  learned. 

The  use  of  the  word  and.— (Teacher  has  pupils  take  two 
objects,  a  book  and  a  box,  from  the  table.)  Tell  the  class 
what  you  have. 

I  have  a  book  and  a  box. 

What  has  Jane  ? 

Jane  has  a  book  and  a  box. 

(Pupils  all  repeat.) 

The  word  learned. — Find  what  you  have^  said  on  the 
board.     (Pupil  does  so.) 

What  new  word  do  you  find  ? 

(Pupils  will  say  the  word  and.) 

Pupils  spell  the  new  word  and  find  it  in  various  places 
on  the  board  and  charts. 

The  use  of  the  word  on. — Jane  may  put  the  book  down. 

(Puts  the  book  on  the  table.) 

Where  is  tlie  book  ? 

The  book  is  on  the  table. 
.  (Pupils  all  repeat.) 

Where  is  the  bell  ? 

The  bell  is  on  the  table  ? 

(Pupils  all  repeat.) 

Th6  word  learned. — Now,  I  want  you  to  find  what  you 
have  said  about  the  book  and  bell,  on  the  board  or  charts. 
Pupils  do  so  and  discover  the  new  word. 


READING.  9 


They  should  be  made  to  spell  it  and  find  it  in  other  places 
on  the  board  and  charts  until  they  are  familiar  witli  its  shape 
and  spelling. 

The  use  of  the  word  in. 

Where  is  the  pencil  ? 

The  pencil  is  in  the  box. 

Where  is  my  slate  ? 

My  slate  is  in  the  desk. 

(Pupils  repeat  these  statements  until  they  are  familiar 
with  them.) 

They  should  be  sent  to  the  board  to  find  what  they  have 
said.  They  will  discover  the  new  word.  They  should  be 
made  to  find  it  elsewhere,  and  drilled  in  spelling  it  until 
they  know  it. 

Drill  pupils  severely  in  spelling  the  three  new  words. 
Assign  for  seat  work  the  task  of  writing  these  woMs  many 
times  on  the  slates. 


FIRST     READER 


The  followincr  outline  indicates  what  should  be  accom- 
plished  by  the  use  of  this  book. 

PHYSICAL  CULTURE. 

Pupils  should  be : 

Trained  to  a  good  position  of  head,  trunk,  feet  and  hands 

(including  book);  (See  course  of  physical  drill.) 

Drilled   to  a  distinct  articulation  and  correct  prounucia- 

tion;  (See  systematic  course  of  phonic  drill.) 

Tnught  to  vary  the  rate  of  reading;  to  read  with  medium 
pitch;  to  emphasize  proper  words;  to  give  rising  and  falling 
inflections  when  required. 


10  •        READING. 


MENTAL  CULTURE. 

Pupils  &hould  recognize  readily  at  sight : 

Letters, — small,  capital,  Italics,  written  and  printed;  also 
value  of  letters  (sounds): 

Words  and  their  division  into  syllables: 

Compound  Words  and  parts: 

Contracted  Forms : 
Possessi\re  Forms  of  words: 

The  Punctuation  Marks. — comma,  period,  question 
mark  (interrogation  point),  surprise  mark  (exclamation 
point),  hyphen,  dash;  also  the  number  and  division  of  par- 
agraph : 

Numbers,  cardinal  and  ordinal,  as  far  as  they  occur. 
Pupils  should  be: 

Repuired  to  spell  by  letters  and  by  sounds;  to  give  the 
number  of  the  page  and  the  number  and  subject  of  each 
lesson;  to  give  simple  but  intelligent  definitions;  proper 
synonyms;  to  give  the  ideas  expressed  in  each  lesson  in  their 
own  language: 

Trained  to  read  in  pure  tones  only  and  with  expression; 
to  cast  the  eyes  from  books  to  listeners ;  to  look  at  the  ques- 
tioner and  answer  promptly;  to  get  assigned  lessons;  to  give 
opinions  of  pictures  illustrating  the  lessens  and  to  suggest 
other  pictures. 

MORAL   CULTURE. 

The  teacher  should : 

Impress  the  moral  contained  in  each  lesson  on  the  minds 
of  the  children : 

Train  pupils  to  be  careful  of  their  own  and  others'  prop- 
erty; to  be  polite,  kind  and  generous: 

Question  ss  severely  when  visitors  are  present  as  when 
alone  and  not  confine  questions  to  bright  pupils. 

Test  Worl(. — While  reading  the  second  book,  at  least  one 
recitation  each  week  should  be  devoted   to  reading  matter 


READING. 


11 


entirely  new  to  the  pupils.  A  corresponding  book  of  another 
Series  will  serve  for  this  purpose.  The  pupils  may  be 
called  upon  individually  to  read  from  it.  The  way  in 
which  pupils  read  new  matter  corresponding  to  what  they 
are  learning  is  a  good  test  of  the  value  of  the  teaching 
done. 

ARTICULATION  AND  PRONUNCIATION. 

The  following  exercises  in  articulation  and  pronunci- 
ation must  be  thoroughly  given.  Take  them  in  course, 
place  them  on  the  board  and  devote  two  minutes  daily  to 
individual  and  simultaneous  drill. 

The  teacher's  pronunciaticm  should  be  faultless.  It  is  not 
safe  for  the  teacher  to  assume  that  he  knows  how  to  pronounce 
the  words  in  the  following  lists.  An  Unabridged  Dictionary 
should  be  a  constant  desk  companion. 

LIST  NO.   I. 

path,  guard,  •  farther,  • 

laugh,,  calves,  .  salve,  • 

palm,   ^  haunt,*  calf,     . 

father,  •  calm,  .  halves,    ♦ 
haunch. 


Half,  , 
aunt,   • 
hearth,  • 
ah,    ♦ 
gape. 


LIST  NO.  2. 


Pass,  - 

glass,  * 

^dance,  • 

N*  clasp,    ^ 

\/ master,  * 

gasp,     * 

V  plaster, 

James, 

Care, 

fair, 

stair, 

prepare, 

bear, 

rare. 


Xanswer,   ■ 

V  pasture, , 
class, 

Vchance,  » 

staff,     • 
y glance,    ♦ 

V  pastor,    , 


mast, 
vgraft, 
cast, 
draft, 
last, 
mask, 
vbasket, 


fast, 

ask, 

V  nasty, 


LIST  NO.  3. 
Mary,  Sarah, 

LIST  NO.  4. 


bare, 

parent, 

prayer, 

chair, 

where, 

scarce, 


air, 

their, 

dare, 

share, 

stare, 

stairway, 


past, 

task, 

gasket. 

aye. 

there, 

pair, 

hair, 

pear, 

scare, 

fairy. 


12 

READING. 

LIST 

NO.  5. 

Lord, 

short. 

saucer. 

auction. 

nor. 

because. 

August, 

for 

saucy, 

naughty. 

orchard. 

organ. 

LIST 

NO.  6. 

Heard, 

earth. 

curve, 

stir. 

fern. 

fur, 

surface, 

sir. 

bird, 

thirst, 

thirsty, 

earn. 

birth. 

shirk, 

hurry. 

further, 

purr. 

certain, 

curl, 

service. 

LIST 

NO.  7. 

God, 

cost, 

bonnet. 

coffee, 

wrong. 

borrow. 

bottle. 

song. 

long, 

longer, 

longest. 

lock. 

locksmith, 

rod. 

soft. 

songster, 

clock, 

office. 

soften. 

often. 

fog 

moss. 

hod. 

odd. 

not, 

common, 

cobweb. 

offer,. 

frost, 

cotton. 

dog. 

ox, 

sod. 

cloth, 

blossom. 

strong. 

cough, 

coffin. 

frog, 

gone. 

lost. 

loss. 

copper. 

frolic. 

knotty. 

LIST 

NO.  8. 

Whole, 

wholly, 

hold. 

sofa. 

home, 

won't, 

coat, 

folks. 

wholesome. 

cloak. 

colt. 

poultry. 

stone, 

pork, 

only, 

LIST  NO.  9. 

Foot, 

pull, 

full. 

push, 

cushion, 

stood, 

crooked. 

forsook, 

hook. 

look, 

cook, 

book, 

wood, 

understood, 

hood. 

wool, 

good. 

shook. 

bush. 

LIST 

NO.  10. 

Boot, 

boot. 

food, 

hoot. 

loose, 

noon, 

poor, 

soon. 

move, 

croup. 

rule, 

whooping. 

j 

READING. 

13 

1    who, 

hoof. 

cool. 

fool. 

bouquet, 

roof, 

ooze. 

whom. 

loom. 

mood, 

brute, 

hoofs. 

roost, 

prove. 

tool, 

coop. 

broom, 

whose, 

moon. 

pool. 

hoop, 

loop. 

do, 

rude. 

1    room, 

too, 

tooth, 
LIST  NO.  11. 

two. 

Blue, 

flute, 

blew. 

pupil. 

1    newspapers. 

new. 

news, 

July, 

1    tune. 

beautiful,           fluted, 

pure. 

i    acute. 

tube. 

putrid. 

Susan, 

1    tulip. 

mule, 

tuberose, 

perfume, 

j    music. 

knew. 

suit. 

cube. 

1    duty. 

beauty. 

few. 

dew. 

dewlap, 

pin^y, 

due, 

June, 

gl"e, 

i 

nubia, 

obtuse. 
LIST  NO.  12. 

1    Cow, 

house. 

down. 

town. 

;    now. 

out, 

pronoun. 

round. 

found. 

sound. 

how. 

owl. 

flowers. 

around. 

ground, 
LIST  NO.  13. 

mound. 

Eib, 

crib. 

fib. 

sob, 

bulb. 

rob, 

disturb, 

throb. 

robe, 

hub, 

describe. 
LIST  NO.  14. 

I    And, 

hand. 

hands. 

friend. 

1    friendly. 

fields. 

wild. 

wilds. 

I    widely, 

cold. 

colds. 

coldly. 

kindly, 

blindness,           blind, 

blinds. 

stands. 

finds. 

grand. 

grandly. 

;    child. 

grinds. 

lends. 

folds. 

i    build. 

builds, 

played. 

necks. 

j    pecks. 

tasks, 

desks, 

masks. 

-4- 

14 

READING. 

" 

LIST  NO.  15. 

Horse, 

high, 

hammer. 

heaven. 

hail, 

have, 

hate, 
LIST  NO.   16. 

handsome. 

Jam, 

jest. 

j  "St, 

gill, 

journey, 

judge. 

joke, 
LIST  NO.  17. 

gentle. 

Roll, 

ring. 

four. 

for. 

barn. 

dream. 

quart. 

rice. 

ribbon, 

rabbit. 

LIST  NO.  18. 

Rest, 

rests. 

nest, 

nests. 

best. 

vest. 

vests. 

dusts. 

lists. 

casts, 

crusts. 

objects, 

guest. 

guests. 

recites. 

visits. 

wrists. 

against. 

directs. 

posts. 

fists, 

insects. 

neglects. 

connects. 

correct. 

corrects 

,             request. 

requests. 

bisect. 

biscuits. 

trisect, 
LIST  NO.  19. 

trisects.                j 

Yery, 

vase. 

vail, 

vegetable. 

vat. 

^Ye, 

fives, 

fix, 

flames, 

flag. 

LIST  NO.  20. 

Finger, 

linger. 

link. 

uncle. 

hungry. 

younger 

young. 

strength. 

length, 

think. 

sink. 

singer. 

singing, 

wink. 

angle. 

anger. 

angry, 

thing. 

think, 
LIST  NO.  21. 

monkey. 

babbath. 

youths. 

fourth. 

fourths, 

death. 

deaths. 

fifths. 

fifth. 

truths. 

breath, 

breaths, 

thread. 

thief. 

thin, 

truth, 
LIST  NO.  22. 

month. 

With, 

beneath 

,             moths. 

cloths. 

mouths, 

leather, 

another, 

without, 

READING. 

-1 

clothe. 

clothes,               baths. 

paths. 

1    breathe, 

these,                  this, 

laths, 

!    wreathe. 

j 

LIST  NO.  23. 

Church, 

such,                   chicken. 

catch, 

chimney, 

each,                    scratch. 
LIST  NO.  24. 

Shrill, 

shrub,                 sheet, 

shrink. 

shrewd. 

sharp,                 shake. 

shrunk. 

shoulder, 

Chicago,             shrine, 
LIST  NO.  25 

shroud. 

White, 

whirl,                  whisper^ 

what. 

whim. 

whittle,               whistle. 

whistling. 

where. 

whale,                 wheel, 

when, 

whether. 

which,          -      wheat. 

whet. 

whip. 

LIST  NO.  26. 

Since, 

get,                      been. 

cellar. 

hundred. 

every,                  thistle. 

wrestle. 

elm. 

said,                   picture, 

really. 

between. 

before,               says. 

o^eneral. 

window. 

engine,                deaf. 

yellow. 

pretty. 

SE 

. 

COND     READER. 

PHYSICAL  CULTURE. 

In   addition   to  what  is  required  in  the  First  Reader,  the 

pupils  should  be 

Drilled  in 

all  the  different  degrees  of  force,  speed,  pitch 

and  volume; 

Taught  to 

read  with  moderate  force. 

16  READING. 


MENTA).  CULTURE. 

Pupils  should  be  taught 

To  recognize  abbreviated  forms  of  words;  simple,  de- 
rived and  base  words; 

To  spell  all  words  found  in  the  lesson  and  all  words  used 
in  talking  of  lesson; 

To  define  in  such  a  way  as  to  show  that  what  is  read 
is  understood; 

To  recognize  quotation  marks,  marks  of  accent,  the  colon, 
semicolon  and  parenthesis. 

ARTICULATION  AND  PRONUNCIATION. 

Use  lists  given  for  First  Reader. 


THIRD    READER. 


PHYSICAL  CULTURE. 

In  addition  to  what  is  required  in  the  First  and  Second 
Readers,  the  pupils  should  be 

TrEined  to  read  in  the  expulsive  form  of  voice. 

MENTAL  CULTURE. 

Pupils  should  learn 

To  define  pronunciation,  emphasis,  pitch,  rate,  accent, 
inflection  and  good  reading;  base  word,  derived  word,  simple 
word,  compound  word,  contracted  form,  possessive  form, 
abbreviated  form ;  vowel,  consonant,  silent  letter  and  equiv- 
alent; monosyllable,  dissyllable,  trisyllable  and  polysyllable ; 

To  spell  all  words  found  in  the  Reader  and  all  words 
used  in  talking  about  the  lessons ; 


READING. 


17 


To  Define  all  words  accurately 


Note. — The  teacher  should  not  allow  the  pupils  to  define  loosely.  The  defi- 
nition accepted  should  apply  to  the  word  exactly,  not  to  another  word  just  or 
nearly  like  it  but  filling  some  other  office,  as;  a  noun  for  a  verb,  or  a  verb  for  a 
noun ;  an  adverb  for  an  adjective,  or  an  adjective  for  an  adverb  ;  a  verb  with  to 
before  it  for  the  structural  part  ending  in  ing,  or  vice  versa.  These  errors,  so 
common  and  so  seldom  corrected,  induce  bad  habits  in  thought,  study  and  ex- 
pression. 

To  use  the  dictionary:  (This  will  i-eqnire  a  knowledge  of 
the  alphabetical  arrmigemerit  of  words  ;  accent  mark^^  primary 
and  secondary ;  Tepresentation  of  long  sounds,  broad  sounds, 
short  sounds,  of  long  and  shoit  Italian  a,  of  tilde  e,  and  of 
the  different  sounds  of  «,  M,  ch  and  c.) 

To  substitute  appropriate  synonyms  in  rapid  reproduc- 
tions of  reading  lessons: 

To  rOCOgnize  all  marks  of  division  and  reference: 

To  give  simple  definitions  of  poetry  and  prose: 

To  see  and  appreciate  that  all  the  laws  given  in  the 
Second  Series  of  Language  Lessons  may  be  learned  upon  the 
pages  of  their  reading  books: 

To  give  opinions  concerning  the  illustrations  an  1  glvo  brief 
oral  descriptions  of  the  same. 

As  often  as  once  a  week  the  teacher  should  test  the  pupiJs' 
progressvby  having  them  read  other  books  or  papers  of  corres- 
ponding grade. 

ARTICULATION  AND  PRONUNCIATION. 

(Daily  two-minutes  drill.) 

LIST  NO.   1. 


Arm, 

charm, 

jaunt. 

jaundice, 

balm, 

embalm. 

jaunty, 

taunt, 

balmy, 

guardian. 

psalm,  • 

carcass. 

charcoal, 

papa. 

mamma, 

launch. 

lathing, 

varnish, 

gape. 

laundry, 

LIST 

NO.  2. 

Alas, 

command, 

mastiff, 

prance. 

amass, 

demand, 

masticate. 

trance. 

-^- 

18 

READING. 

brass, 

lance, 

mastication, 

waft. 

after. 

contrast,. 

advance. 

LIST  NO,  a. 

1    Maryland, 

Babel, 

matron. 

patron. 

LIST 

NO.   4. 

Apparent, 

compare, 

declare, 

rarity, 

farewell,. 

despair. 

LIST 

NO.  5. 

Sausage, 

autnnm. 

caucus,, 

auburn. 

i    gaudy. 

faultless, 

storm, 

normal,                | 

formal, 

dormant. 

LIST  NO.  a. 

Plrmament, 

prefer,. 

verdure, 

skirmish,              1 

cireulate. 

refer, 

certain,^ 

fervid. 

earnest. 

I 

UST  NO,  7. 

Across, 

Boston^ 

docile, 

gossip,                 1 

aloft, 

doctor, 

docket. 

officer,                  j 

closet. 

dollar, 

gospel, 

offensive, 

moral. 

orange. 

orator,^ 

polish, 

tongs. 

scoff, 

hostler. 

LIST  NO.  8. 

Homelyn 

toward, 

only. 

social. 

oral, 

portrait, 

portion. 

i 

LIST  NO.  9. 

Moose, 

rumor. 

recruit, 

canoe. 

raccoon, 

balloon. 

saloon. 

cocoon, 

caboose, 

bosom, 

roomys 

LIST 

NO.  10. 

Assume, 

presume, 

c*alculate, 

constitution. 

consume, 

curiosity. 

cutis. 

fortitude, 

!    destitute, 

institute, 

fuel, 

future. 

introduce, 

jury, 

Lucy, 

numeration,         ' 

1    multitude, 

numerator, 

opportunity, 

produce, 

i    substitute, 

stupid. 

student. 

tutor, 

I    tuition, 

durable, 

plural. 

costume. 

j    tribune, 

ague, 

pursue, 

amuse, 

1    flnid, 

i 

bugle, 

Tuesday, 

obituary. 

! 
agriculture, 

READING. 

19 

resolution,         educate, 

graduate, 

furniture, 

literature,          nutrition, 

actuate, 

mature, 

verdure,             capture, 

scripture, 

1    education, 

leisure,              neuralgia, 

creature. 

LIST  NO.   11. 

1    Depends. 

commands,        amends, 

defends, 

grinds. 

sands,                 bands, 

binds, 

minds, 

demands,           descends, 

ascends. 

i    pretends. 

1 

LIST  NO.  12. 

Lief, 

wife's,                calf's. 

loafs. 

leafed, 

knife's,              half-filled, 

shelfs, 

beef's, 

1 

life's. 

LIST  NO.  13. 

Suggest, 

suggested,         suggestion. 

gibbety 

gesture. 

gibberish,          gist. 

LIST  NO.  14. 

Chyle, 

architect,           arctic. 

chasm, 

archangel. 

LIST  NO.  15. 

Anxiety, 

angular,            congress. 

tranquil,. 

singular. 

LIST  NO.  16. 

Projects, 

Crests,               bequests. 

contests. 

protests. 

assists,               resists, 

exists. 

glisten. 

thistle,               whistle. 

fasten, 

moisten. 

moistened,        nestle. 

wrestle, 

apostle. 

rustle,                bustle, 
LIST  NO.  17, 

hustle. 

Exhibit, 

exhaust,             exact. 

examine, 

i    exist. 

executive,          exaggerate, 

example. 

1    exhaustible. 

LIST  NO.   18- 

t    Excursions, 

excuse,               expression, 

exploit. 

;    excel, 

1 

exhibition. 

LIST  NO.   19. 

Broadcloths, 

dishcloths,         footpaths, 

foot-baths , 

1    neckcloths, 

underneath* 

20 

READING. 

TJST 

NO.   20. 

Match, 

satchel, 

stretcher, 

pitcher, 

crotchet, 

hatchet. 

vrretch, 

twitch. 

switch, 

witch, 

screech. 

l.IST 

NO.    21. 

Sugar, 
passion. 

action, 
chamois, 

auction, 
association, 

quotient, 
Asia, 

pronunciation 

LIST  NO.    22. 

Whack, 

whist. 

whine. 

whimper, 

whirling, 

whipping, 

whiz. 

whining, 
whither, 

LIST 

whetstone, 
wheeze, 

NO.  23 

whimsical, 
whirl], 

disarm, 

disaster. 

discern, 

disease. 

disheir, 

dishonest, 

dishonor. 

dismal. 

disown, 

dissolve. 

LIST 

NO.  24. 

Diamond, 

miserable. 

arithmetic, 

general, 

idea,^ 

usually, 

salary, 

slippery, 

almond, 

gradually, 

vesjetable, 

celery, 

perfumery, 

mischievous. 

history, 

favorite, 

memory, 

several, 

canine. 

February, 

separate, 

library, 

direction, 

digest. 

division,             judgment. 

apostrophe, 

college. 

FOURTH 

READER. 

• 

PHYSICAL  CULTURE. 

In  addition 

to  what  is  required  in  the 

b'irst.   Second  and 

Third  Eeaders 

,  the  pupils  should  be : 

READING.  21 


Trained  to  read  in  the  effusive  and  expiesive  forms  of 
voice;  with  the  pure   and  orotund   qualities  of  voice: 

Drilled  systematically  in  the  sounds  of  the  vowels  and  con- 
sonants. 

Pupils  should  learn: 

To  define  the  different  qualities  of  voice  used;  the  differ- 
ent forms  of  voice: 

To  a.n&lyze  the  selections  to  be  read,  determining  in  each 
case  the  character  of  the  selection,  the  form  and  quality  of 
voice  to  be  used,  and  the  kinds  of  pitch  and  rate  necessary. 

To  recognize  and  define  a  Simile,  a  Metaphor,  a  Figure 
of  Hyperbole,  a  Figure  of  Metonymy,  a  Comparison. 

To  gjve  brief  descriptions  of  pictures  that  might  be  made 
to  illustrate  different  portions  of  the  text  not  illustrated. 

Note.— When  practicable,    these  should   be  drawn   on  the  board   after  they 
have  been  described. 

Pupils  should: 

Learn  the  meanings  of  the  prefixes,  a,  re^  un,  mis,  cul, 
inter,  pre,  trans,  ex ;  and  the  suffixes,  ing,  ed,  ful,  y,  ly,  ship, 
ness,  er,  at,  ar,  less,  en,  or,  hood,  tion,  ahle,  ihle,  mice,  Idn,  let^ 
dom,  age,  ship,  al,  ality\ 

Memorize  a  short  account  of  the  life,  and  the  names  of 
some  of  the  principal  works  of   the  following  authors: 

FIRST  YEAR. 
1st  Term. — Alfred  Tennyson, 
2d  Term. — H.  W.  Longfellow. 
3d  Term.— J.  G.  Whittier,  W.  C.  Bryant. 

SECOND   YEAR. 
1st  Term.-)^William  Wordsworth,  O.  W.  Holmes. 
2d  Term. — Felicia  Hemans. 
3d  Term.—James  K.  Lowell,  T.  B.  Aldrich. 


22 

READING. 

Tupils  should  be: 

ReQUired  to  leam  four  or  five  selections  from  each  of  the 

above  named  authors. 

PViday  afternoon  of  each  week  may  be  devoted  to  the  reci- 

tation of  selections  as  above   required,   and 

to  reading  new 

matter  of  proper  grade.     Other   Fourth  Eeaders,    magazines,     i 

books  of  poems,  and  histories  may  be  introduced. 

ARTICULATION  AND  PRONUNCIATION. 

LIST  NO.   1. 

/Massive, 

^draught,           1  blanch, 

cash, 

/advantage. 

[pasture,              France, 

{countermand. 

agape, 

almond,             naive, 

kpalaces, 

algebra. 

jdilemma,           banana, 
LIST  NO.  2. 

Broth, 

belong,              oracle. 

trough. 

1  prong. 

^  forage,            /  hostage, 

forehead, 

sovereign. 

/foster,              /yonder. 

forest, 

I  torrent. 

/  sorrel,                 doff, 

toss, 

dell, 

mock. 

LIST  NO.  3. 

lAltitude, 

aptitude,           conduce. 

'  gratitude. 

1  lunatic. 

numeral,          •  solitude. 

#  constitution. 

1  absolute. 

allure,                articulate, 

during, 

luminous, 

numerous,          stewed, 

•  attitude. 

illumine. 

•allude,              1  durable. 

•  induce. 

1  luxurious. 

Luke,                enumerate. 

♦subdue. 

revenue. 

tunic,                  alluvial. 

confuse, 

vmuseum, 

resolute,            'tumult. 

LIST  NO.   4. 

True, 

brew,                 intrusive. 

tour. 

ruin. 

noose,                 schooner, 

tourist, 

route. 

ruby,                  shrew, 

tournament. 

nephew. 

truth,                 booth. 

prude. 

hurrah. 

prune,                bestrew, 
LIST  NO.  5. 

rudiment. 

Direction, 

dividend,           digest. 

diverge. 

digestive. 

diversion,          digestion. 

diminish, 

READING. 

23 

digress, 

divinity. 

diploma. 

digression, 

dilute. 

divide. 

dilate. 

divorce. 

direct, 

divisible. 

direction, 

divisor, 

director. 

divulge. 

divine. 

divest. 

dilapidate, 

diversity. 

diplomatist, 

divan. 

piano, 

piazza. 

fidelity. 

pianist. 

LIST 

NO.     6. 

Futile, 

granite. 

medicine. 

vulpine, 

ermine, 

fertile, 

enfranchise, 

rapine, 

favorite, 

genuine. 

feminine. 

respite, 

hostile. 

infinite. 

heroine, 

bromine, 

;    intestine. 

definite. 

reptile. 

clandestine. 

'    masculine, 

nicotine. 

elephantine. 

1 
1 

LIST 

NO.  7. 

Educate, 

gradual. 

modulate, 

assiduous. 

1    crednlous. 

graduate. 

pendulum. 

verdure. 

individual, 

undulate. 

adulation, 

procedure. 

fraudulent. 

obdurate. 

grandeur, 

graduation. 

LIST 

NO.  8. 

Capture, 

virtue, 

future. 

picture, 

creature, 

feature. 

lecture. 

question. 

'    culture. 

fortune. 

rapture. 

natural, 

venture. 

nature. 

sculpture. 

stature, 

vulture, 

rapturous. 

pasture. 

LIST 

NO.  9. 

Blends, 

pretends, 

astounds, 

adz. 

holds, 

extends. 

friends, 

bonds. 

blinds, 

lends, 

rends. 

winds. 

bards. 

folds, 

kinds, 

stands, 

lands, 

sends. 

scolds, 

builds. 

1 

LIST 

NO.  10. 

1    Whiskey, 

whelm. 

wharf. 

Whitney, 

whilst. 

whiten. 

whey, 

Whittier, 

whig. 

whimsy. 

whit. 

what. 

when, 

which. 

where. 

whole. 

LIST 

NO.   11. 

Concrete, 

dangle, 

Bangor, 

crank. 

yankee, 

language. 

conquest, 

conquer. 

24 

READING. 

angle. 

congregate. 

rankle. 

jingle. 

banquet, 

vanquished. 

anger. 

concourse. 

single, 

anchor. 

linguist, 

languid. 

mongrel. 

concave. 

finger. 

clangor, 

languish, 

lingual. 

IJST 

NO.   12. 

Design, 

Kansas, 

Illinois, 

transpose, 

discolor. 

Missouri, 

rise. 

transport. 

LIST 

NO.   13. 

Asia, 

pronunciation,  appreciate, 

chaise. 

association. 

chamois, 

charade. 

excursion, 

Persia, 

Chicago, 

Persian. 

LIST 

NO.   14. 

Underneath, 

prithee, 

scythe,     . 

swathe. 

bequeath, 

withhold. 

northerly. 

scathed, 

thither. 

baths. 

seethe. 

northern. 

sheath, 

blithe. 

booth. 

writhe. 

lithe. 

soothe, 

loathe, 

hither. 

LIST 

NO.  15. 

Often, 

pestle. 

jostle, 

hasten. 

chasten. 

epistle. 

prattle. 

listen, 

whistle, 

gristle. 

rustle. 

LIST 

NO.  16. 

Exuberant, 

exaugurate, 

exaggerate. 

exhort. 

exalt. 

exile, 

exhibit. 

exempt. 

exorbitant, 

exhume, 

luxurious. 

exult, 

exotic, 

exert, 

exactly, 

exonerate. 

exhale, 

exertion, 

executive, 

exhilarate. 

LIST  NO.  17. 

Exceed, 

exogenous, 

extend, 

exclaim. 

excess. 

exposition. 

exit. 

expand. 

except. 

exclude. 

excite. 

exile. 

express, 

excavate, 

expend, 

expel. 

execute. 

explicable. 

exquisite. 

expedition, 

experiment, 

expansion. 

exponent. 

extrude. 

exhortation. 

extirpate. 

export. 

expose. 

exterior. 

expulsive, 

extinct. 

extract. 

extolled. 

exude. 

explode, 

excelsior. 

READING. 


25 


"^  LIST  NO.    18.  , 

Abdomen,  address,  adult, 

camelopard,    \r dolorous,       "^encore, 
albumen,  allies,  >^  amateur, 

arable,  cayenne,         Ns^  chastisement, 

convex,  fragmentary,  y  illustrate, 

photographer,   respiratory,        benzine, 
obligatory,         impious,         V  interesting, 
conversant,        aerolite,  aeronaut, 

blasphemous,     equipage,      \/  combative, 
alabaster,        \4  disputant. 

LTSr  NO.    19. 
As  nouns  or  adjectives  and  as  verbs. 
Absent,  cement,       ^N/  compound, 

discount,  exile,  V  insult, 

permit,  nJ  produce,  detail. 


adverse, 

finance, 

antepenult, 

comparable, 

aroma, 

vehement, 

lamentable, 

abjectly, 

applicable, 


digest, 

perfume, 

undress. 


FIFTH     READER. 


PHYSICAL  CULTURE. 
In  addition  to  what  is  given  with  the   preceding  readers, 
the'pupils^should  be: 

Drilled  systematically  in  the  three  forms  of  voice;  in  the 
different  qualities  of  voice,  and  in  the  different  degrees  of 
rate  and  pitch: 

Trained  rigidly  and  systematically  to  distinct  articulation 
and  correct  pronunciation: 

PrdCticed  in  choosing  and  retaining  easy  and  graceful 
attitudes  upon  the  rostrum. 


-7- 


26  READING. 


MENTAL  CULTURE. 

Pupils  should  be: 

ReQUired  to  leam  short  selections  illustrating  each  of  the 
different  forms  and  qualities  of  voice: 

Expected  to  define  and  illustrate  Allegory,  Personifica- 
tion, Apostrophe,  Climax,  Irony,  Interrogation,  Synecdoche: 

Required  to  leam  a  short  biography  of  each  of  the  fol- 
lowing named  authors  and  the  names  of  some  of  their  princi- 
pal works:  (The  selections  illustrative  of  the  different  forms 
and  qualities  of  voice  sliould  be  from  these  authors  as  far  as 
possible.) 

FIRST  YEAR, 
1st  Term, — Bayard  Taylor; 
2d  Term, — Charles  Dickens,  J.  G.  Holland; 
3d  Term, — J.  G.  Saxe,  Shakespeare: 

SECOND  YEAR, 
1st  Term, — ^Lord  Byron,  Walter  Scott; 
2d  Term, — II.  W.  Beecher,  Thomas  Moore; 
3d  Term, — Thomas  Hood,  John  Pierpont: 

Required  to, learn  the  meanings  and  uses  of  the  following 
English  and  Latin  prefixes  and  suflixes: 

ENGLISH, 
Prefixes, — a,  be,  co,  en,  fore,  mis,  out,  with,  un; 

Suffixes, — able,  a^e,  at,  ar,  an,  ary,dom,  en, fir,  ery,ffuUfy,  ion, 
ish,  ior,i17s^,  letfty,  meni,^ess,  ous,  ship,  y  : 

LATIN, 
Prefixes, — Ab^  ad,  ambi,  ante,  circum,  con,   contra,    de,  dis,  ex, 
extra,  in,  intro,  mis,  ob,  per,  post,  pre,  pro,  preter,  re,  retro,  se,  sine, 
sub,  subter,  super,  trans; 

Suffixes,— J^^,  aceous,  acy,  ate,  al,  an,  ant,  ar,  ary,  cle,  ent^ 
escent,  ic,  ice,  id,  He,  ir^e,  ise,  ism,  ist,  ite,  ity,  ive,  mony,  lor, 
ory,  ose,   tude,  ule,  ure : 

Required  to  l«ai-n  the  following  primitives  and  to  make 
many  derivatives  from  each : 

.Fero,  jluo,  jq^io,  fran^.  gero,  pello,  struo,  fQQp,  do,  vej^io,  ago, 
duco,  mittOy  dico,  video,  paro,  pono,  scribo,  traho,  vi^co,  qt(aero,  eurro, 
verto,  audio,  cedo.      ait 


READING. 

27 

At  least  50  derivatives  should  be  made  from  each  or  most 

of  the  above  words,     Explain  the  process  of  formation  in 

full. 

ARTICULATION  AND  PRONUNCIATION.                              | 

(Two-minute  exercises.) 

LIST  NO.  1. 

Naively,  V 

sardine,              naivete,  ^ 

palmy.  ^ 

piano. 

bravo,                 plateau. 

partridge. 

daunt,  ^ 

psalmist,  (         sergeant, 
LIST  NO.  2. 

saunter.  ^ 

VOstentatious, 

Vdogma,               chorister. 

ostrich. 

opportunity, 

dolphi^^Y;^,    \florid,       ^ 

corolla. 

offal. 

/jwlaceylSfe  \  orator, 
oftJL    '^'''wi<-;  oriflatfime, 
V  ossify,                osprey. 

hospital, 

y  obsolete. 

origin, 

ostracism, 

LIST  NO.  3. 

Purlieu, 

fuchsia,              superstition, 

Julia, 

lucifer,   ^ 

Platitude,             jurisdiction. 

delude. 

Judas, 

•exhume,             expenditure. 

^fury, 

\  endure, 

actuary,             literature,. 

Lucy, 

irectitude. 

habituary,          Luther, 

lubricate. 

\intuitive. 

tribune,              verdure, 

^obituary. 

pneumatics, 

lurid,                  abjure. 

y  agriculture, 
If  lunar. 

^graduate. 

pneumonia^       fluency. 

Ajludicrous, 

-*  lucid,                 duplicate. 

institute, 

neuralgia. 

glue,                  ichneumon, 
LIST  NO.  4. 

graduation. 

Abstruse, 

accoutre,           Druid,         .' 

obtrusive, 

quadruped. 

brougham,         bruit. 

brutal, 

brute. 

obtrusion,          surtout. 

scrupulous, 

Buddhism,    ' 

caoutcliouc,       courier, 

scrutinize, 

excruciate, 

manoeuvre,        ruthless. 

(UyEUUSME:  ,v'£;<i^ 

LIST^NO.  5. 

Dijudicate, 

diluvium,           divestment, 

dilution, 

dilatable, 

Titanic,              directress. 

dimension. 

directory. 

divergent,          divest. 

dilemma, 

28 

READING. 

diluvial, 

diminish,            pirogue. 

directress. 

divinity, 

division,             visite, 
LIST  NO.    6. 

ridiculous. 

Adventure, 

manufacture,    saturate, 

christian. 

caricature, 

punctual,           congratulate,     ritual. 

sumptuous, 

expenditure,      departure,         effectual, 

curvature. 

literature,           mature. 

fortunate. 

furniture, 

nurture,              miniature 

),          habitual. 

mutual, 

legislature,        scripture. 

signature. 

statue. 

impetuous,         obituary. 

petulant, 

fracture, 

indenture. 

LIST  NO.  7. 

Magna  Cliarta,          architecture. 

archaism. 

archipelago. 

chiropodist. 

archives. 

Cheiroptera, 

chirography. 

Chaldee, 

chameleon, 

chalcedony. 

archetype. 

chaldron. 

Antarctic, 

orchestra. 

chimera, 

LIST  NO.  8. 

Transverse, 

disconcert. 

transitive, 

transmute, 

discriminate, 

transmigrate, 

disconnect, 

transplant. 

LIST  NO.  9. 

Chagrin, 

chaperon. 

excursion. 

champagne. 

chicanery. 

equation. 

chevalier, 

chateau. 

LIST  NO.    10. 

Suggest, 

giblet. 

gib-boom. 

gist. 

gesture. 

gybe. 

gyrate,; 

gelatine, 

pedagogical. 

suggested, 

suggestion, 

LIST  NO.   11. 

gibe.     • 

Exemplar, 

exanimate, 

exultant, 

exasperate, 

exulcerate. 

exitial. 

luxuriant. 

exuberant. 

exordial. 

exhaustion, 

exemplify. 

exuberate. 

READING. 

29 

LIST  NO.  12. 

expli(;ation. 

excrescence. 

extenuate. 

exception, 

expurgate, 

exodus, 

exorcise, 

exoteric. 

exorable, 

expedite, 

extradition, 

explicit, 

extraordinary. 

exchequer, 

extinguish, 

exigency, 

expedient. 

expatriate, 

extort, 

expert, 

excruciate, 

exchange, 

exciseman. 

extension, 

excel. 

execrable. 

LIST  NO.  13. 

Absolutory, 

acclimate. 

adamantean. 

admirable, 

advertisement, 

aggrandizement. 

appropriative, 

capitoline, 

coadjutant, 

colportor. 

communist, 

desultory. 

Hellenic, 

hymeneal. 

allegorist. 

allopathist, 

pyramidal. 

animadvert, 

antipodes. 

Byzantine, 

coadjutor. 

epicurean. 

Herculean, 

telegraphist, 

irreparable, 

phosphorous. 

preferment. 

reconiioissance, 

undersigned. 

wiseacre, 

infamously. 

irrevocable, 

mandarin. 

referable, 

interesting. 

respited, 

irrefragable, 

misconstrue. 

peremptory, 

precedence, 

refutable. 

LIST  NO.  14. 

Bombard, 

pumpkin. 

blackguard, 

clapboard, 

alpaca, 

bombast. 

Indian, 

debris, 

parquet, 

indictment. 

— 8— 

30  LANGUAGE. 


^' A  N  G  U  A  G  E 


FIRST    SERIES 


IF^irE^SI?    .^InTID    SDSCOliTID    a-:n-A-3DES. 


Object. — To  increase  the  children's   vocabularies   and  to 
give  them  a  fluent  and  accurate  use  of  the  same. 


FIRST  STEP. 

(TWO  WEEKS.) 

I.-— Lead  pupils  to  form  sentences  involving  the  use  of 
nouns  ab  subjects  in  both  singular  and  plural  forms.  Only 
nouns  whose  plural  forms  are  regularly  made  should  be  used, 
as:  The  horse  runs.  Horses  run.  The  boy  studies.  Boys 
study.     The  girl  plays.    Girls  play.     (See  Plan  L  Appendix.) 

The  specific  object  of  the  above  is  two  fold: 

1st.  To  give  pupils  an  idea  of  the  different  foims  of  nouns 
to  express  unity  and  plurality; 

2d.  To  habituate  the  pupils  to  the  use  of  the  right  form  of 
the  verb. 

This  work  should  be  continued  until  pupils  will  no  longer 
use  the  singular  form  of  verb  with  a  plural  subject. 


LANGUAGE.  31 


Man, 

loaf, 

life. 

knife^ 

calf, 
thief^-^^ 

J.9X, — 

child. 

louse, 

leaf, 

(SIX   WEEKS.) 

II. — Lead  pupils  to  form  sentences  involving  the  use  of 
nouns  as  subjects,  objects  and  complements,  in  both  singular 
and  plural  forms. 

Nouns  whose  plurals  are  formed  by  an  internal  change  or 
change  of  word  should  be  used. 

LIST. 

wife,  wolf, 

/mouse,  foot, 

J^ooth,  half, 

shelf,  sheaf, 

goose,  woman. 

The  above  work  should  be  given  untiT pupils  will  use  each 
woid  correctly  as  subject,  object  and  complement,  and  until 
they  have  the  idea  distinctly  impressed  that  one  form  means 
one  and  the  other  form  more  than  one. 

Pupils  should  also  be  drilled  until  they  will  give  readily  the 
other  form  when  the  teacher  gives  them  one  of  the  forms. 

The  teacher  pronounces  the  word  mouse.  Pupils  promptly 
reply:   Mice,  more  than  one  mouse. 

(TWO  WEEKS.) 

III. — Lead  pupils  to  form  sentences  involving  the  use  of 
nouns  as  subjects,  objects  and  complements  whose  forms  are 
not  changed  to  express  number. 

Pupils  should  commit  the  following  list : 
Ashes,  snuffers,  tongs,  shears, 

suds,  cattle,  scissors,  eaves, 

clothes,  victuals. 

(TWO  WEEKS.) 
lY. — Lead  pupils  to  form  sentences  involving  the  ordinary 
use  of  qualifying  adjectives. 

Slow,  smooth,  rough,  sharp, 

near,  quick,  rapid,  bad, 

careful. 

(FOUR  WEEKS.) 
Y. — Lead  pupils  to  form  sentences  involving  the  use  of  a 
and  an.     (See  Plan  II,  Appendix.) 

LIST. 
Apple,  aunt,  organ,  overseer, 

ear,  overcoat,  urn,  eye. 


1 
32 

LANGUAGE. 

acorn. 

ivy,                     adder. 

inkstand, 

arm. 

elephant,            onion, 

apron, 

overshoe, 

orchard,             oyster. 

object. 

owl, 

orange,               edge. 

ostrich. 

ottoman, 

awl,                    album, 

hour. 

ox, 

nncle,                  organist. 

apex. 

egg, 

eagle. 

Sentences  should  also  be  formed  involving 

the  use  of  a  and 

an  before  nouns  modified  by  adjectives  beginning  with  vow- 

els as  well  as 

consonants. 

LIST. 

Elegant, 

india-rubber,     one. 

oval. 

outside, 

iron,                    open. 

innocent, 

ill-behaved, 

eager,                  ice-cream. 

old. 

even, 

odd. 

(THREE  WEEKS.) 

YI.— Lead 

pupils  to  form   sentences  in  vol 

ving  the  use  of 

the  different  forms  cf  adjectives  whose  forms  are  changed 

regularly. 

LIST. 

Tall, 

black,                 deep, 

hard, 

white, 

short                   sharp. 

small, 

sweet, 

low,                    large. 

narrow. 

high, 

quick,                 soft, 

rough. 

slow, 

long,                   wide, 

(ONE  WEEK.) 

smooth. 

VIL—Lead 

pupils  to  form  sentences  in  vol 

ving  the  ordina- 

ry  use  of  adverbs  of  time,  place  and  manner. 

Now, 

when,                 then. 

often. 

above. 

below,                up. 

down. 

slowly, 

smoothly,            roughly. 

nearly. 

rapidly, 

quickly,              under. 

on. 

(See  Place  Lessons.) 

(ONE   WEEK.) 

YIII. — Lead  pupils  to  form  sentences  involving  the  use  of 

the  different  forms  of  adverbs,  whose  forms  are  changed   reg- 

ularly. 

Soon, 

early,                 badly. 

carefully, 

late, 

slowly. 

language:.  33 


(THREE  WEEKS.) 
IX. — Lead  pupils  to  form  sentences  involving   the   nse   of 
adjectives  in  the  different  forms,  and  then  have  them  nse  the 
same  words  changed  to  adverbs  in  the  different  forms. 
(Use  adjectives  and  adverbs  enumerated    above.) 
Pnpils  should  be  drilled  in  this  work  until  they  are  able  to 
give  the  different  forms  promptly. 

(FOUR  WEEKS,  including  a  review.) 

X. — Lead  pupils  to  construct  sentences  involving  the  use  of 
pronouns  both  singular  and  plural  in   the  subjective  form. 


SECOND   STEP. 

(TWO  WEEKS.) 

I. — Drill  farther  on  the  formation  of  plurals. 

(ONE  WEEK.) 
11. — Lead  pupils  to  form  sentences  involving  the  use  of 
verbs  agreeing  with  7,  he^  she^  and  it  as  subjects. 

(THREE  WEEKS.) 

III. — Lead  pupils  to^form  sentences  involving  the  use  of 
adjectives  whose  forms  are  irregularly  changed. 
Good,  bad,  ill,  little, 

much,  many,  far.   ^ 

(See  Plan  III,  Appendix.) 

(TWO  WEEKS.) 

ly. — Lead  pupils  to  form  sentences  involving  the  use  of 
this,  that,  these  and  those.  Train  them  to  avoid  such  ex- 
pressions as  "these  kind,"  "those  sort,"  "them  books."    (See 

Plan  lY,  Appendix.)    • 

^TWO  WEEKS.) 

Y. — Lead  pupils  to  form  sentences  involving  the  use  of 
adverbs  whose  forms  are  irregularly  changed. 
Ill  or  badly,  well,  much,  far. 

(THREE  WEEKS.) 

YI. — Lead  pupils  to  form  sentences  involving  the  use  of 
pronouns  in  the  objective  form. 

(THREE  WEEKS.) 

YII. — Lead  pupils  to  form  sentences  involving  the  use  of 
pronouns  as  complements. 

—9— 


34  LANGUAGE. 


(TWO  WEEKS.) 

YIII. — Lead  pupils  to  form  sentences  involving  the  use  of 
pronouns  in  the  possessive  form.  Lead  pupils  to  form  sen- 
tences involving  the  use  of  pronouns  in  singular  and  plural 
forms  referring  to  antecedents  in  the  same  sentence. 

(TWO  WEEKS.) 

IX. — Lead  pupils  to  form  sentences  involving  the  use  of 
adverbs  of  negation. 

Drill  until  pupils  avoid  the  use  of  double  negatives. 

(ONE  WEEK.) 

X. — Lead  pupils  to  form  sentences  involving  the  use  of 
the  connectives, — either,  or ;  neither,  nor. 


THIRD  STEP. 

(ONE  WEEK.) 

I. — Give  farther  drill  in  the  formation  of  plurals. 

This  work  should  involve  a  complete  review  of  nouns 
whose  forms  are  regularly  changed;  nouns  whose  forms  are 
changed  irregularly,  and  nouns  used  only  in  one  form. 

(ONE  WEEK.) 

II. — Lead  pupils  to  talk  in  such  a  way  as  to  involve  the 

use  of  contractions. 

Train  pupils  to  use   the  proper  contractions  or  to  avoid 

contractions. 

(TWO  WEEKS.) 

III. — Lead  pupils  to  form  sentences  involving  the  use  of 
adjectives  as  complements. 
(Avoid  the  use  of  an  adverb.) 

(TWO  WEEKS.) 

lY. — Lead  pupils  to  form  sentences  involving  the  use  of 
adverbs  for  which  they  sometimes  use  adjectives,  and  vice 
versa, 

(THREE  WEEKS.) 

Y. — Lead  pupils  to  form  sentences  involving  the  use  of 
relative  and  interrogative  pronouns: 

{a)  As  objects,  (h)  As  adjectives  (possessive  form),  (d)  As 
subjects, 

(ONE  WEEK.) 

YI. — ^Lead  pupils  to  form  sentences  involving  the  use  of 
as  and  like. 


LANGUAGE. 


35 


(TWO  WEEKS.) 

VII. — Lead  pupils  to  form  sentences  involving  the  use 
of  relation  words  (prepositions.) 
At,  to;  on,  upon;  between,  among; 

in,  into;  like. 

(ONE  WEEK.) 

VIII. — Lead  pupils  to  form  sentences  involving  the  use 
of  and  and  hut. 

(EIGHTEEN  WEEKS,  including  a  review. ) 

IX. — Lead  pupils  to  form  sentences  involving  the  use  of 
irregular  verbs.     (See  Plan  Y,  Appendix.) 

LIST, 
do, 

grow, 
know, 
run, 
fall, 
write, 
break, 
hang, 
crow, 

fly, 

catch. 


See, 

go, 

draw, 

throw, 

bite. 

blow. 

strike, 

give. 

sting. 

drink. 

sit,  set, 

teach,  learn. 

fling. 

sing, 

bend. 

steal. 

dig, 

take. 

shoe, 

wear. 

tear. 

ring. 

eat. 

fight. 

cleave. 

buy, 

lay,  lie, 

swing, 

swim, 

be  or  am, 

feel, 

think, 

come, 

forget, 

fly, 

shoot, 
drive, 
choose, 
bring. 


say, 
sweep. 

Of  irregular  verbs  learn  forms  to  express :  {a)  Absolute 
past  tense ;     (h)   Kelative  tenses. 

Pupils  should  be  made  to  understand  and  to  say  that  with 
has^  have  and  had,  the  relative  structural  parts  seen^done,  etc., 
should  be  used. 

The  pupils  should  be  so  familiar  with  the  irregular  verbs 
of  their  vocabularies  that,  when  the  teacher  pronounces  one 
part  to  them,  they  can  promptly  give  the^ other  two. 


36  LAN(^,UAGE. 


SECON  D    SERIES 


TiaCII^ZD    0-IR,-^3DE. 


Object. — To  teach  pupils  to  write  the  English  sentence 
as  it  appears  on  the  correctl}'  written  or  printed  page. 

The  principles  given  in  this  series  should  be  developed. 
Most  of  the  laws  should  be  discovered',  some  of  the  laws  must 
be  dictated. 

♦Only  a  small  portion  of  the  time  allotted  is  necessary  to 
teach  the  facts  presented.  The  time  should  be  spent  mainly 
in  practice  under  the  laws  learned.  Abundant  material  for 
practice  is  found  in  the  reading  lessons  which  may  be  dictated 
for  the  pupils  to  write ;  as  well  as  in  the  Human  Body-,  Plant- 
Animal-,  Place-  and  Form-  Work  which  should  be  wiitten  as 
fast  as  learned ;  and  in  the  statements^  definitions,  rules  and 
analyses  in  connection  with  the  Number  Work. 

(FOUR  MONTHS.) 

I. — Develop  idea  and  teach  definition  of  a  sentence.  (See 
Plan  VI,  Appendix.) 

II. — Have  pupils  learn  law  for  capitalization  of  the  first 
word  of  a  sentence.     (Discoveey.) 

III. — Develop  idea  and  teach  definition  of  a  telling  sen- 
tence. Have  pupils  learn  law  for  closing  a  telling  sentence. 
(Discoveey.) 

IV. — Develop  idea  and  teach  definition  of  an  asking  sen- 
tence. Have  pupils  learn  law  for  closing  an  asking  sentence. 
(Discoveey.) 

V. — Develop  idea  and  teach  definition  of  a  commanding 
sentence.  Have  pupils  learn  law  for  closing  a  commanding 
sentence.     (Discoveey.) 


LANGUAGE. 


VI. — Develop  idea  and  teac-h  definition  of  an  exclainiino; 
sentence.  Have  pupils  learn  law  for  closiiijjj  an  exclaiming 
sentence.     (Discoveey.) 

VII. — Develo})  idea  and  teach  definition  of  a  noun. 

VIII. — Develop  idea.and  teach  definitionof  a  proper  noun. 
Have  pupils  learn  law  for  capitalization.     (Discovery.) 

IX. — Develop  idea  and  teach  definition  of  a  connnon 
nonn. 

X. — Teach  that  the  words  I  and  O  should  always  be  capi- 
tals.    (Discovery.) 

XI. — Develop  idea  and  teach  definition  of  the  singular  form. 

Develop  idea  and  teach  definition  of  the  plural  form. 

XII. — Have  pupils  learn  the  general  law  for  the  formation 
of  plurals.     (See  Plan  VII,  Appendix.) 

XIII. — Develop  idea  and  teach  definition  of  the  possess- 
ive form. 

Have  pupils  learn  how  the  possessive  singular  form  is 
made.     (Discovery.) 

XIV. — Have  pupils  learn  how  the  possessive  plural  form 
is  made.     (Discovery.) 

XV. — Have  pupils  learn  how  the  plural  form  is  made 
when  the  singular  ends  in  the  sounds  of  s,  sh,  z,  ch,  x  and 
j.   (Special  law  No.  1.)     (See  plan  VIII,  Appendix.) 

XVI. — Have  pupils  learn  how  the  possessive  forms,  sing- 
ular and  plural,  of  nouns  given  in  XV,  are  made.  (Dis- 
covery.) 

XVII. — Develop  idea  and  teach  definition  of  quoted 
words.  Teach  use  of  quotation  marks.  Have  pupils  learn 
law  for  the  capitalization  of  the  first  word  of  a  quotation. 
(Discovery.) 

XVIII. — Develop  idea  and  teach  definition  of  the  con- 
tracted forms  of  words.  Have  pupils  learn  the  use  of  the 
apostrophe.     (Discovery.) 

(THREE  MONTHS.) 

XIX. — Develop  idea  and  teach  definition  of  the  abbrevi- 
ated forms. 

Have  pupils  learn  law  for  capitalization  and  punctuation 
of  abbreviated  forms.     (Discovery.) 

—10— 


38  LANGUAGE. 


XX. — Teach  the  use  of  the  comma  in  a  succession  of  par- 
ticulars when  and  is  omitted. 

XXI. — Teach  how  the  phiral  form  is  made  when  the  sin- 
gular ends  in  y  preceded  bj  a  consonant.  (Special  law  No.  2.) 
(Discovery.) 

XXIL — Teach  how  the  plural  form  is  made,  when  the 
singular  ends  in  y  preceded  by  a  vowel.  (General  law.) 
(Discovp:ry.) 

XXIII. — Teach  how  the  possessive  forms,  singular  and 
plural,  of  uouns  ending  in  y^  are  made.     (Discovery.) 

XXIV. — Teach  how  the  plural  is  formed  when  the  singu- 
lar ends  \\\fovfe.     The  pupils  should  learn  lists  of  words. 

XX Y. — Teach  how  the  possessive  forms,  singular  and  plu- 
ral, of  nouns  inyor^^  are  made.     (Discovp^ry.) 

XXVI. — Teach  how  the  plural  is  formed  when  the  singular 
ends  in  o.     The  pupils  should  learn  lists  of  words. 

XXVII. — Teach  the  possessive  forms,  singular  and  plural, 
of  nouns  ending  in  o.     (Discovery. 

XXVIII. — Teach  the  plurals  of  nouns  whose  forms  are 
changed  irregularly.     The  pupils  should  learn  list  of  words. 

XXIX. — Teach  the  possessive  forms,  singular  and  plural, 
of  nouns  given  in  XXVIII.     (Discovery.) 

(THREE  MONTHS.) 

XXX. — Teach  nouns  that  have  the  same  form  in  singular 
and  plural.     The  pupils  should  learn  list  of  words, 

XXXI. — Teach  nouns  that  are  used  only  in  the  singular. 
The  pupils  should  learn  list  of  words. 

XXXII. — Teach  nouns  that  are  used  only  in  the  plural. 
The  pupils  should  learn  list  of  words. 

XXXIII. — Teach  the  possessive  forms  of  nouns  given  in 
XXX,  XXXI  and  XXXII.     (Discovery.) 

XXXIV.  Teach  the  plurals  of  letteis,  signs  and  marks. 
(Discovery.) 

XXX. — Develop  idea  and  teach  definition  of  compound 
words.  Have  pupils  learn  the  use  of  the  hyphen  in  compound 
words.     (Discovery.) 


LANGUAGE.  39 


Have  pupils  learn  law  for  making  the  plural  of  compound 
words.     (Discovery.) 

Have  pupils  learn  use  of  hyphen  at  the  end  of  a  line. 
(Discovery.) 

XXXVI. — Develop  idea  and  teach  definition  of  {a)  sim- 
ple words,  {h)  derived  words,  {g)  base  words. 

XXXVII. — Have  pupils  learn  law  for  the  capitalization 
of  the  first  word  of  every  line  of  poetry.     (Discovery.) 

XXXVIII. — Have  pupils  learn  law  for  the  capitalization 
of  the  names  of  Deity.     (Discovery.) 

XXXIX. — Teach  the  use  of  the  comma  (a)  to  separate  an 
inverted  member  from  the  rest  of  the  sentence,  {b)  before 
and  after  parenthetical  portions. 

XL. — Teach  the  use  of  the  semicolon  when  there  is  greater 
separation  of  parts  than  is  indicated  by  the  comma. 


TH  I  RD   SERI  ES. 


^OTJi^Txa:  o-iR^^iDE- 


FOUR  MONTHS. 

The  specific  object  of  this  series  is  four  fold,  viz :  to 
train  pupils, 

I. — To  arrange  methodically  in  writing  their  (1)  knowl- 
edge and  (2)  thoughts  of  things  and  events  within  their  ob- 
servation and  experience; 

II. — To  reproduce  from  memory,  in  like  or  changed 
forms,  the  sayings  of  others ; 

III. — To  note  carefully  and  improve  their  language  and 
style  of  expression; 

IV. — To  obey  the  laws  given  in  the  "Second  Series" 
until  obedience  thereto  becomes  habit. 


40  LANGUAGE. 


The  work  of  the  series  includes, 

I. — Simple  Description  of 

(1)  Objects,  (2)  Places,  (8)  Processes; 

11. — Simple  Narrations  of 

(1)  Events   experienced,  (2)  Events  heard  of  or  read; 

III. — Epistolary  Forms, 

(1)    Social,  (2)  Formal,  (3)  Business; 

lY. — Transformation  of  poetry  to  prose. 

The  first  production  in  each  kind  of  composition  should  be 
developed.  The  compositions  when  finished,  will,  therefore, 
be  identical. 

Before  a  composition  of  any  kind  is  attempted,  either  by 
development  or  otherwise,  be  sure  that  the  pupils  have  infor- 
mation enough  upon  the  given  subject  to  admit  of  an  ar- 
rangement. 

Do  not  attempt  the  development  of  a  composition  without 
a  definitely  arranged  outline. 

Do  not  allow  pupils  to  write  a  composition  until  they  have 
first  decided  on  an  outline. 

By  following  these  simple  rules,  so  obviously  important, 
and  yet  so  universally  ignored,  children  mav  be  trained  to 
write  English  as  well  as  they  can  be  trained  to  do  any  other 
school  work  of  corresponding  grades.  By  beginning  and 
practicing  frequently  at  an  early  age,  the  puj)irs  ability  to 
write  will  be  ever  ready  to  respond  to  his  taste  and  to  his  (rea- 
sonable) desire,  and  he  will  not  "dislike  to  write  a  compo- 
sition" any  more  than  he  will  dislike  to  make  a  recitation 
in  Geography  or  Arithmetic. 

(FIRST  AND  SECOND  WEEKS.) 

The  following  is  given  for  illustration : 
THE  DOG. 

The  dog  is  a  very  common  domestic  animal. 

Dogs  vary  in  size  from  the  small  poodle  to  the  large  New- 
foundland.    They  differ  in  appearance  as  much  as  in  size. 

Some  dogs  are  useful  for  guarding  property,  others  for 
hunting,  others  as  pets,  while  still  others  seem  to  be  of  no 
use.  Many  dogs  seem  to  understand  everything  that  is  said 
to  them  and  can  be  taught  to  do  many  cunning  things,  such 
as  standing  and  walking  on  their  hind  feet,    shaking   hands. 


LANGUAGE.  41 


opening  and  sliutting  doors,  and  ctarrying  baskets. 

Dogs  become  very  niiich  attached  to  those  who  are  kind  to 
them.  I  once  read  of  a  doi^:  that  died  of  scviei  at  the  death 
of  liis  mastei". 

PLAN. 

The  pupils  shonld  be  led  to  "discover,"  by  reference  to 
their  books,  where  to  place  the  name  of  the  Subject  about 
which  they  are  to  write. 

The  first  sentence  may  be  obtained  by  asking  a  few  ques- 
tions; as,  "How  many  of  you  see  dogs  on  your  way  to 
school?"  "How  many  have  dogs  at  home?"  "What  kind 
of  animals  do  we  call  those  that  are  found  about  our  homesf' 
After  the  sentence  has  been  arranged  satisfactorily,  all  should 
be  made  to  repeat  it,  the  hard  words  should  be  spelled,  the 
laws  for  beginning  and  closing  it  should  be  stated,  after 
which  the  pupils  should  be  required  to  write  it  carefully  on 
their  slates. 

Bj  talking  of  the  different  varieties  of  dogs  and  the  pe- 
culiarities of  some  of  them,  the  second  and  third  sentences 
may  be  obtained.  After  leading  pupils  to  give  laws  for  capi- 
talization and  p mctuation,  and  having  them  spell  the  diffi- 
cult words,  these  sentences  should  be  written  with  the  first. 

By  talking  of  the  uses  of  dogs',  the  fourth  sentence  may 
be  obtained.  The  same  care  respecting  the  spelling,  punct- 
uating and  capitalizing  should  be  exercised  before  the  pu- 
pils are  allowed  to  write  the  sentence.  Call  attention  to 
new  paragraph. 

The  pupils  may  be  interested  in  naming  tricks  that  dogs 
may  be  taught.  In  the  mean  time  they  may  be  led  to  speak 
of  the  intelligence  of  dogs.  Thus  the  fifth  sentence  may  be 
obtained.  Pupils  should  be  made  to  spell,  and  give  neces- 
sary laws  before  writing. 

Pupils  may  be  led  to  relate  anecdotes  and  give  their  opin- 
ions concerning  the  attachment  that  dogs  manifest  toward 
their  masters.  By  such  means  the  remaining  sentences  may 
be  obtained  which,  after  due  preparation,  may  be  written  on 

the  slates. 
—11— 


4:2  LANGUAGE. 


It  will  require  at  least  three  days  to  develop  the  fore- 
going composition  and  have  it  written  on  the  slates. 

A  day  should  be  spent  in  transcribing  it  to  blankbooks, 
and  another  day  in  writing  it  on  paper  of  proper  size,  for 
the  inspection  of  the  Principal. 

The  outline  or  plan  according  to  which  the  composition 
was  written  should  next  be  developed;  the  pupils  should  be 
led  to  see  the  agreement  of  the  composition  with  the  outline, 
and  the  advantages  of  having  work  planned  before  it  is  done. 

Have  pupils  write  the 

OUTLINE. 

Beginliing  (Introduction.) 
Size  and  Appearance, 

Uses, 


The  Dog.  { 


Intelligence, 


Affection, 

Anecdote  for  Closing    (Conclusion). 

(THIRD  WEEK.) 

By  a  similar  plan  write  a  composition  taking  "The  Cow" 
as  subject. 

(FOURTH  WEEK.) 

Take  ''The  Florse"  as  subject,  and  develop  an  outline  for  a 
composition  using  pupils'  knowledge  of  the  two  outlines  be- 
fore developed. 

Let  each  pupil  write  his  own  composition  according  to 
outline. 

(FIFTH  WEEK.) 

Take  "The  Cat"  as  subject,  and  follow  directions  given  for 
Third  Week. 

(SIXTH  AND  SEVENTH  W^EEKS.) 

Take  "The  Sheep"  as  subject,  and  spend  the  time  of  two  or 
three  recitations  in  talking  of  this  animal  and  of  the  plans  of 
compositions  written  about  other  animals.  Let  pupils  form 
plans  and  write  compositions. 

(EIGHTH  WEEK.) 

Take  "The  Squirrel"  as  subject,  and  follow  directions  giv- 
en for  Sixth  and  Seventh  Weeks. 

(THIRD  MONTH.) 

Teach  pupils  where  and  how  to  write  and  punctuate  the 
dates  and  addresses  of  letters  of  friendship;  where  and  how 
to  sign  them ;  where  and  how  to  write  the  superscription. 

Much  patient  care  will  be  required  to  do  this  month's  work. 


LANGUAGE.  43 

But  little  attention  need  be  given  to  the  subject  matter  of 
the  letters.     The  arbitrary,   conventional  'yb/*m«"  should  oc- 
cupy the  attention  of  teacher  and  pupils. 
I        Insist  upon  neatness  and  accuracy.     The  work  may  be  done 
!    mainly  on  slates  and  cheap  printing  paper,  and  written  with 
pencils. 

Once  a  week,  the  pupils  should  be  required  to  write  with 
pens  on  good  paper  of  appropriate  size;  fold  the  papers 
properly  and  enclose  them  in  envelopes;  direct  them,  and  in- 
dicate by  appropriate  marks  where  the  stamps  should  be 
placed.  This  will  serve  to  test  the  value  of  the  work  done. 
The  letters  thus  prepared  should  be  submitted  to  the  Prin- 
(;ipal. 

Do  not  attempt  more  than  the  two  kinds  of  work  given 
below\ 


'^ef^i 


I   O^u^/ : 


Hsyy.  Ayik . .  %Kn/^. 


.^€r:/.J,^ 


(yM<i<^'t  M^j-^n^  c//-^^^-^-^/ 


€l^€^d      ^2>/^'tZ4^ 


II 


1 


44 


LANCiUAGE. 


O^uta^u,    Cy^4 


^-^^^c/., 


^^.   ^,  y<f/cf . 


'/    \i}-7r-/ 


'^a^l   ^4^1 


^■edA€^€./-^ 


u^^^u, 


t€Zd.   c^y-^^<^. 


^id. 


V^^ 


H'n. 


iee'^T^f^'j^  ^ 


i:^'7^t 


-a-c^-^y/i     ^^//l€e'l. 


i'^t^t^-^-a^ 


/^^^2/«i. 


^. 


^>^^^^r^ 


LANGUAGE.  45 


(FOURTH  MONTH.) 

Have  pupils  write  two  letters,  one  to  Mrs.  0.  IT.  Freeman, 
(The  dear  aunt) ;  the  other  to  T.  H.  Clark,  giving  two  weeks 
to  each. 

In  the  first  letter,  (1)  acknowledge  the  receipt  of  a  letter:  (2) 
inquire  after  the  health  of  Mrs.  Freeman:  (3)  note  matters 
of  interest  which  have  transpired  during  the  day;  first,  at 
home,  in  connection  with  {a)  pets,  (b)  tasks;  second,  at  school, 
in  connection    with  {a)  study,  (6)  play :  (4)  ch^se. 

(This  kind  of  composition  is  closeh'  related  to  narration. 
The  teacher  must  see  that  the  laws  of  method  are  not  violated. 
While  developing  the  work,  the  pupils  should  be  made  to  se- 
lect the  points  that  are  best  suited  to  give  a  proper  idea  of 
the  circumstances,  and  to  determine  how  much  should  be  said 
on  each  point.) 

Let  the  pupils  decide  the  subject  matter  of  the  second  let- 
ter, the  teacher  requiring  only  that  it  be  a  letter  of  friend- 
ship. This  should  be  done  before  beginning  to  write,  and 
the  plan  decided  upon  should  be  closely  and  methodically 
followed. 


THREE    MONTHS. 

(FOUR  WEEKS.) 

Reproduction  from  Memory  of  short,  interesting  nar 
rations  selected  from  some  book  or  paper  of  proper  grade 
with  which   the   pupils   are  unacquainted. 

PLAN. 

Take  a  very  short  narration,  characterized  by  a  few  de- 
cided points,  and  read  it  or  have  it  read  to  the  class.  Call 
upon  several  pupils  to  reproduce  the  composition  orally. 
Have  the  hard  words  spelled.  Have  pupils  give  laws  re- 
specting capitalizing  and  punctuating.  Read  the  selection 
again  and  have  pupils  reproduce  it  on  paper. 

The  time  of  one  recitation  will  be  required  for  the  re- 
production on  paper  of  one  selection.     This  should  be  care- 

—12— 


4:6  LANGUAGE. 


fully  criticised  by  the  teacher,  and  the  children  should 
rewrite  it. 

The  second  selection,  if  it  be  short,  should  be  reproduced 
in  writing  after  the  first  reading. 

Be  content  only  with  having  the  thoughts  (1)  all  repro- 
duced in  proper  order;  (2)  expressed  in  good  language,  and 
(3)  written  according  to  the  laws  found  in  the  Second  Series. 

It  is  not  desirable  to  attempt  the  reproduction  of  long 
selections  at  this  time.  The  teacher  should  work  rather  for 
accuracy  and  smooth  expression. 

From  two  to  live  selections  should  be  reproduced  each 
week. 

(FOUR  WEEKS.) 

Transformation  of  Poetry  to  Prose. 

Have  pupils  transform  four  short  poems  to  prose.  Select 
poems  that  narrate  or  describe ;  avoid  didactic  poems.  Di- 
rections before  given  will  serve  for  this  work.  Lead  the  pu- 
pils carefully  at  first;  afterward  require  them  to  do  like 
work  unassisted. 

(FOUR  WEEKS.) 

1. — Write  a  composition  on  "The  Camel."  Let  pupils  under 
the  oruidance  of  the  teacher  determine  the  outline  for  this  com- 
position  from  their  knowledge  of  the  animal  as  learned  in 
Second  Series  of  Animal  Lessons.  (See  Outline  No.  1,  Ap- 
pendix.)    The  pupils  should  write  the  compobition. 

2. — ^Write  a  letter  and  direct  it.  The  pupils,  under  the 
guidance  of  the  teacher,  determine  to  whom  and  for  what  it 
shall  be  written. 

3. — Reproduce  at  least  three  short  selections. 

4. — Transform  one  poem. 


THREE  MONTHS, 

(FOUR  WEEKS.) 
1. — Write  an  account  of  a  journey  to  Montgomery.     A 
summary  of  the  journey  as  learned  in  Place  Work,  First 


LANGUAGE.  ^  47 


Series,  will  serve  a&  a  plan  for  this  work.     Be  careful  not 
to  make  this  cwnposition  too  long-. 

2. — Reproduce  three  selections  from  memory. 

(¥OUR  WEEKS.) 
1. — Write  four  letters. 
2. — Reproduce  four  selections  from  memory. 

(FOUR  WEEKS.) 

1. — Write  an  account  of  a  journey  to  Geneva.  (See  Place 
AVoi-k,  First  Series,  for  outline.) 

2. — Reproduce  four  selections  from  memory. 
3. — Transform  one  poem. 
4. — Write  two  letters. 


IF^IIF^m    (3-I^-^IDEL 


After  the  subject  of  the  composition  has  been  decided  upon, 
the  pupils  should  in  all  cases  be  led  to  decide  what  points  to 
make  prominent;  the  order  in  which  the  points  should  be 
presented;  the  relative  importance  of  the  different  points, 
and  the  attention  required  by  each.  Much  time  can  be  spent 
with  profit  in  arranging  all  of  the  foregoing  preliminaries 
in  the  form  of  an  "Outline"  before  any  writing  is  done. 
Thus  will  the  pupils  be  trained  at  an  early  age  in  many  of 
the  important  requirements  of  good  composition.  Impress 
upon  the  minds  of  the  pupils,  that  a  description  should  en- 
able the  hearer  or  reader  to  form  a  mental  picture  of  the 
thing  or  place  described,  and  they  will  readily  choose  the  fea- 
tures tliat  form  the  "outline"  of  the  picture.  Few  persons 
can  i-elate  the  events  of  an  hour's  experience  without  having 
to  go  back,  and  supply  something  of  importance  that  had  been 
forgotten;  or  give  a  description  without  omitting  the  mention 
of  some  part  or  feature  without  which  a  complete  mental  pic- 
ture of  the  thing  described  cannot  be  formed.  It  is  to  be 
feared  that  much  of  our  teaching  is  so  lacking  in  method  as 
to  remedy  little  of  the  evil  alluded  to. 


48  LANGUAGE. 


That  this  Series  of  Language  Lessons  may  serve  as  a  test  of 
other  work  done,  many  of  the  ''Subjects"  are  chosen  from 
other  branches  taught. 

The  teacher  who  in  this  work  finds  it  necessary  to  teach 
"Method"  de  novo  may  well  look  to  his  method  of  teach- 
ing with  thought  of  improvement. 

Much  attention  ought  to  be  given  in  this  grade  to  letter 
writing. 

Impress  the  importance  of  brevity  and  clearness  in  busi- 
ness letters.  In  writing  social  letters  pursue  the  following 
order: 

1.  Write  of  your  correspondent  and  all  affairs  that  re- 
late to  him. 

2.  Write  of  general  topics  of  mutual  interest. 

3.  Write  of  yourself  as  briefly  as  possible. 


FOUR    MONTHS. 

(SIX  WEEKS.) 

1.  A  Description  of  a  Picture. 

(Developed,  Compositions  uniform.) 

2.  A  Description  of  a  picture. 

(Outline  only  developed.) 

3.  A  Description  of  a  Picture. 

(All  work  done  by  pupils.) 

4.  Two  Business  Letters. 

5.  Reproduce  from  four  to  eight  selections. 

No  descriptions  are  more  easily  developed  than  those  of 
pictures. 

Care  should  be  exercised  to  select  the  right  kind  of  pic- 
ture. The  subject  of  the  picture  for  instance  should  be  very 
prominent  and  easily  understood. 

By  a  little  careful  questioning  an  outline  may  be  obtained. 

Ask  about  the  kind  of  picture;  whether  painting,  engrav- 
ing, wood-cut,  or  other  kind.     Ask  about  the  size;  about  the 


LANGUAGE. 


49 


subject,  whether  one  or  more  figures,  and  the  most  promi- 
nent; about  position  of  principal  figure  or  figures  and  the  effect 
of  same;  about  foreground  and  its  accompaniments  the  back 
ground  and  its  accompaniments  the  general  efi^ect  of  the 
picture ;  the  use  of  pictures. 
^  Introduction. 


Kind. 
Size. 

''Of  what  composed, 
How  arranged, 
Subject  <  Peculiarities,  such  as  size,  color,  form  or 

j       occupation, 

[Effect. 


o  < 

s 


.2 

00 

^  < 


i  Extent, 
Foreground  <  Contents, 
(  Effect, 
C  Extent, 
Background    <  Contents, 

(Effect. 
General  Effect. 
^  Uses. 
^  Conclusion. 

(SIX  WEEKS.) 

1.  Narration  of  the  events  of  a  day  at  school. 

2.  Description  of  our  school  room. 

3.  A  comparison  between  Ungulata  and  Carnivora. 

4.  Impromptu  descriptions  of  plants,  animals  or  other 
things  that  the  whole  school  can  examine  ;  as,  pictures,  the 
teacher's  desk,  a  hanging  basket,  a  window. 

The  first  three  of  the  above  subjects  are  especially  well 
adapted  to  giving  to  pupils  good  training  in  "Selection," 
"Method"  and  "Completeness." 

The  work  indicated  by  the  fourth  specification  will  inter- 
est the  children  very  much  and  test  growing  strength.  The 
following  was  written  by  a  girl  11  years  old,  in  fifteen 
minutes. 

THE  SOUTHEAST  WINDOW. 

The  Southeast  window  of  our  school-room  is  adorned  with 
plants.     On  the  window  sill  at  the  right  is  a  small  rose  gera- 

—13— 


50  LANCJUAGE. 


ninm  which  is  very  fragrant.  At  the  left  is  a  horse-shoe 
geranium  which  at  present  is  in  bloom,  and  with  its  bright 
red  flower  forms  a  very  pretty  plant.  In  the  middle  is  a 
large  fuchsia,  a  very  handsome  plant.  Suspended  from  the 
top  of  the  window  and  directly  above  the  fuchsia  is  a  hanging 
basket,  in  the  shape  of  an  acorn  cup.  In  it  are  planted  srai- 
lax  and  a  begonia.  This  window  with  its  healthy  plants,  is 
the  most  pleasing  to  the  eye,  in  the  room. 

Jennie  Summers. 


(FOUR  WEEKS.) 
1. — Description  of  the  mole. 
2. — Reproduction  of  three  selections. 
3. — Two  weeks  impromptu  writing. 


THREE  MONTHS, 

(FOUR   WEEKS.)    • 

1. — Write  two  letters  ordering  goods ;  two  acknowledging 
the  receipt  of  the  letters;  and  two  acknowledging  the  receipt 
of  the  goods. 

2. — Write  a  note  inviting  a  friend  to  spend  an  afternoon 
with  you,  and  a  note  answering  the  same. 

(FOUR  WEEKS.) 
1. — Describe  the  process  of  canning  fruit. 
2. — Write  an   account    of   a   Journey   to   Chicago.     (See 
Geography,  First  Series.) 

3. — Give  two  weeks  of  impromptu  work. 

(FOUR  WEEKS.) 

1. — Spend  two  weeks  in  reproduction  from  memory. 

2. — Spend  two  weeks  in  impromptu  work.  (Subjects  Sug- 
gested: likenesses  between  certain  animals,  as  the  dog  and 
cat;  differences  between  animals;  uses  and  care  of  the  eye, 
ear,  skin;  description  of  plants  or  bouquets.) 


LANGUAGE.  51 


THJREE  MONTHS. 

(FOUR  WEEKS.) 

1. — Describe  the  picture  found  in  Geography,  page  21. 

Teacher  should  develop  outline, 
2. — Let  pupils  imagine  a  picture  illustrating  a  scene  to  be 
known  as  "Fruit  Canning;"  make  an  "outline,"  and  write  a 
description. 

3. — One  week  of  impromptu  writing. 
(FOUR  WEEKS) 

1. — Two  weeks'  work  in  reproducing  from  memory. 

2. — Two  weeks'  drill  in  impromptu  work. 

(Subjects  Suggested:  description  of  a  girl's  hat  or 
dress ;  of  a  knife ;  the  bell ;  a  picture ;  a  book ;  the  clock ;  the 
teacher's  watch.) 

(FOUR  WEEKS.) 

1. — Describe  the  city  of  Aurora. 

2. — Describe  the  school  yard. 

3. — Spend  one  week  in  reviewing  the  laws  for  writing 
plural  forms,  after  which  let  pupils  write  from  memory  with 
full  illustrations. 


52  LANGUAGE. 


FOURTH    SERIES 


0-I^-^3DE. 


The  Object  of  this  series  is  to  give  to  pupils,  by  syn- 
thesis and  analysis,  a  knowledge  of  the  construction  of  the 
sentence  by  elements.  The  work  is  arranged  from  Greene's 
Grammar. 

The  work  in  language  branches  at  this  point.  That 
branch  which  for  two  years  has  been  known  as  the  "  Third 
Series,"  is  continued  as  long  as  the  pupil  attends  school,  but 
for  a  few  years  is  subordinated  to  the  other  branch,  (the 
Fourth.  Fifth,  and  Sixth  Series,)  which  is  a  more  technical 
study  of  the  grammatical  structure  of  the  language.  It  is 
expected,  however,  that  the  pupils  will  steadily  progress  in 
composition  writing,  although  devoting  their  attention  chiefly 
to  the  other  branch  of  lans^uage. 

Impromptu  compositions  or  reproductions  from  memory 
must  be  written  weekly,  and  at  least  one  long,  more  formally 
and  systematically  prepared  composition  must  be  written 
each  term. 

Subjects  for  impromptu  compositions  should  be  taken 
from  the  pupils'  daily  work  in  other  branches  of  study. 
Human  Body-,  Plant-,  Animal-,  and  Place  -  Work  furnish 
many  subjects  for  systematic,  simple  descriptions,  which, 
if  carefully  made,  will  serve  the  double  purpose  of  methodi- 
cal reviews  and  excellent  practice  in  writing  English. 


LANGUAGE.  53 


The  reproductions  from  memory  should  be  of  narrations 
of  incidents  found  in  the  pupils'  work  in  Biography. 

The  more  formal  compositions  should  be  on  subjects  con- 
nected more  or  less  closely  with  the  "  work  in  course,"  such 
as  descriptions  of  historical  pictures ;  accounts  of  battles  or 
campaigns;  descriptions  of  books  by  authors  named  ir\ 
the  Reading  Work;  biographies;  descripti(ms  of  pro- 
cesses; as,  of  Circulation,  Digestion,  or  Respiration;  de- 
scriptions of  the  larger  groups  of  animals  or  plants,  etc. 
Subjects  are  suggested  hereafter  in  many  places.  These 
may  be  changed  for  others,  if  the  teacher  so  desire. 


FOUB    MONTHS. 

In  the  following  four  months  the  work  should  be  only  on 
simple  sentences  composed  of  elements  but  little  involved : 

(FIRST  AND  SECOND  WEEKS.) 

Drill  on  definitions  and  illustrations  of  a  sentence;  a 
telling  sentence;  an  asking  sentence;  a  commanding  sent- 
ence;   an  exclaiming  sentence. 

Develop  idea  and  definition  of  the  subject ;  the  predicate. 

Drill  on  definitions  and  illustrations  of  the  same. 

(THIRD  AND  FOURTH  WEEKS.) 

Develop  idea  and  definition  of  the  base  of  the  subject ;  a 
noun;    a  pronoun;  the  base  of  the  predicate;  a  verb. 

Drill  on  definitions  and  illustrations  of  the  same,  using 
such  illustrations  of  the  noun  and  pronoun  as  will  show  their 
use  as  subject  and  as  base  of  subject;  and  such  illustrations 
of  the  verb  as  will  show  its  use  as  predicate  and  as  base  of 
predicate. 

(FIFTH  AND  SIXTH  WEEKS.) 

Develop  idea  and  definition  of  an  element;  an  adjective 
element;    an  adjective. 

Drill  on  definitions  and  illustrations  of  the  same. 

—14— 


54  LANGUAGE. 


(SEVENTH  WEEK.) 

Develop  idea  and  definition  of  an  adverbial  element  (Defi- 
nition I.);    an  adverb  (Definition  I). 

Drill  on  definitions  and  illustrations  of  the  same. 

(EIGHTH  WEEK.) 

Drill  on  previous  seven  weeks'  work. 

(NINTH  AND  TENTH  WEEKS.) 

Develop  Idea  and  definition  of  an  adjective  element;  an 
adverbial  element  proper  (Definition  II). 

Drill  on  definitions  and  illustrations  of  the  same. 

(ELEVENTH  AND  TWELFTH  WEEKS.) 

Develop  idea  and  definition  of  a  complex  element ;  a 
simple  element ;  an  adverbial  element  (Definition  in  full)  ; 
an  adverb  (Definition  in  full). 

Drill  on  definitions  and  illustrations  of  the  same.  (In 
illustrating  the  complex  element,  use  only  the  complex  ad- 
verbial element.) 

(THIRTEENTH  WEEK.) 

Drill  on  complex  and  simple  adjective  and  objective  ele- 
ments. 

(FOURTEENTH  AND  FIFTEENTH  WEEKS.) 

Develop  idea  and  definition  of  a  second  class  element;  Re- 
lation-word ;    a  first  class  element. 

Drill  on  definitions  and  illustrations  of  the  same.  (In 
illustrating  these  elements,  use  adjective,  adverbial,  and  ob- 
jective elements.) 

(SIXTEENTH  WEEK.) 

Develop  the  idea  and  definition  of  a  Complement. 
Drill   on   definition  and  illustrations  of   the    same.     (In 
illustrating  complements,  use  only  those  of  the  first  class.) 


LANGUAGE.  55 


Composition. — Write  a  comparison  between  Insectivora 
and  Rodentia  (work  developed). 


THREE    MONTHS. 


In  the  following  two  terms,  the  work  should  be  on  difficult 
j  simple,  compound,  and  complex  sentences; — such  sentences  as 
1    occur  in  conversation,  recitation,  and  books. 

(FIRST  MONTH.) 
Drill  oil  definitions  and  illustrations  of  a  sentence ;  a  tell- 
ing sentence;  an  asking  sentence  ;  a  commanding  sentence  ; 
an  exclaiming  sentence;  the  subject;  the  predicate;  the  base 
of  the  subject;  a  noun ;  a  pronoun;  the  base  of  the  pre- 
dicate; a  verb;  an  element;  an  adjective  element;  an 
adverbial  element;  an  adverb;  an  objective  element;  a  com- 
plex element;  a  simple  element;  a  second  class  element,  (Re- 
lation-Word); a  first-class  element;  a  complement. 

Composition. — Reproduce  a  short  selection  from  memory • 

(SECOND  MONTH.) 

Develop  idea  of  and  drill  on  a  subject  of  the  second  class; 
a  subject  of  the  first  class  (For  Drill);  a  predicate  of  the 
second  class  ;  a  predicate  of  the  first  class  (For  Drill);  a 
complement  of  the  second  class;  a  complement  of  the  first 
class  (For  Drill);  a  complex  element  of  the  second  class;  a 
complex  element  of  the  first  class  (For  Drill). 


56  LANGUAGE. 


Drill  on  simple  and  complex  elements  of  first  and  second 
classes. 

(THIRD  MONTH.) 

Develop  idea  and  definition  of  a  compound  bubject  of  the 
first  class;  a  relation- word  (connective);  a  compound  predi- 
cate of  the  first  class;  a  compound  subject  of  the  second  class; 
a  compound  predicate  of  the  second  class;  compound  adjec- 
tive elements  of  the  first  and  second  classes;  compound 
adverbial  elements  of  the  first  and  second  classes ;  compound 
complements  of  the  first  and  second  classes. 

Drill  on  definitions  and  illustrations  of  the  above  enumer- 
ated subjects.  (Illustrate  each  subject  immediately  after 
the  completion  of  its  development  and  definition.) 

Composition, — Write  a  careful  description  of  some  ani- 
mal.    (See  outlines  in  Appendix.) 


THREE    MONTHS. 

(FIRST  MONTH.) 

Develop  idea  and  definition  and  drill  on  illustrations  of 
a  compound  sentence ;  a  simple  sentence ;  a  necessary  ele- 
ment ;  a  possible  element ;  the  base  of  a  sentence  ;  an  ele- 
ment of  the  third  class. 

(Illustrate  elements  of  the  third  class  by  the  use  of  ad- 
jective, adverbial  and  objective  elements  ;  by  complements, 
and  by  subjects  of  that  class. 

(SECOND  MONTH.) 

Drill  on  simple,  compound,  and  complex  elements  of 
the  first,  second,  and  third  classes. 

Develop  idea  and  definition,  and  drill  on  illustrations  of 
a  complex  sentence ;  a  compound  sentence. 

(THIRD  MONTH.) 

Develop  idea  and  definition,  and  drill  on  illustrations  of 
an  independent  element ;  simple,  compound,  and  complex 
independent  elements  of  the  first,  second,  and  third  classes. 


LANGUAGE. 


57 


Make  an  outline  to  be  used  as  a  basis  for  review 
Definition. 


o 

c 
o 


Kinds     ;s  < 


Use 


Nature 


Rank 


{Declarative, 
Interrogative, 
Imperative, 
Exclamatory. 
(  Simple, 
<  Complex, 
(  Compound. 
C  Principal, 
\  Subordinate. 


Necessary  i  1"'']?°* 
•^  i  Jrredica 


Elements    < 


Possible  V 


Use 


Form 


Nature 


Rank 


Adjective, 
Adverbial, 
Objective, 
Complement, 
Independent, 
t(Sub.&Pred.) 

C  First  Class, 
^  Second  Class, 
(  Third  Class. 

C  Simple, 
<  Complex, 
(^  Compound. 

Principal, 
Subordinate. 


Composition. — Write    a    composition    on    the    subject 
"  Bones."    (See  outline  of  bones  in  Human  Body  Work.) 


-15- 


LANGUAGE. 


FI  FTH    SERIES. 


SE-v-Eisrrrxa:  GS-i^-^ioiE:. 


This  series  of  language  work  is  based  on  the  construction 
of  "  The  Sentence,"  as  given  in  the  Fourth  Series.  The  pu- 
pils must  be  kept  familiar,  therefore,  with  the  analysis  of 
simple  sentences. 


NOUNS.-iTHREE    MONTHS.) 

ORDER    OF    PRESENTATION. 

Review. — (l)  Definition  of  (a)  noun,  {h)  proper  noun,  (c) 
common  noun;  (2)  law  for  writing  proper  nouns. 

New  Work.— (1)  Definition  of  (a)  verbal  noun,  (h)  ab- 
stract noun,  (c)  collective  noun,  (d)  ordinary  noun  ;  (2)  logi- 
cal outline  of  KindS  of  nouns.  (Pupils  must  be  required  to 
make  lists  illustrating  the  different  kinds  of  nouns.) 

Review. — (l)  Definition  of  possessive  form,  and  law 
for  writing  the  same  ;  (2)  definition  of  (a)  ordinary  form. 


LANGUAGE.  59 


(b)  singular  form,  (c)  plural  form ;  (3)  general  law  for 
formation  of  plural ;  (4)  special  laws  for  formation  of 
plurals. 

New  Work. — (l)  Eeasons  for  changes  of  forms  of  nouns; 
(2)  law  for  formation  of  plurals  of  (a)  compound  words,  (b) 
figures,  (c)  letters,  (d)  marks;  (3)  lists  of  nouns  (a)  whose 
plurals  are  formed  irregularly,  (h)  that  retain  their  foreign 
plurals,  (c)  that  are  alike  in  singular  and  plural  forms,  (d) 
that  have  no  plural,  (e)  that  have  no  singular,  (f)  whose 
singular  forms  end  in  0 ;  (4)  list  of  exceptional  possessive 
plural  forms ;  (5)  logical  outline  of  FOPITIS  of  nouns. 

Review. — Use  of  nouns  as  base  of  subject. 

New  Work.— (1)  Use  of  noim  as  (a)  subject,  (b)  com- 
plement, (c)  adjective,  (d)  idea  word  in  second  class  ele- 
ment, (e)  adverb,  (f)  independent  element ;  (2)  logical  out- 
line of  Uses  of  nouns. 

Review. — Definitions  of  base  words  and  derivatives. 

New  Work. — (l)  Lists  of  nouns  from  (a)  verbs,  (b)  ad- 
jectives, (c)  otlier  nouns;  (2)  lists  of  prefixes  and  sufiixes  used 
in  deriving  nouns ;  (3)  list  of  original  nouns ;  (4)  logical  out- 
line of  Sources  of  nouns. 

Practical  Applications.— Avoid  errors  (l)  in  pro- 
nouncing and  writing  possessive  forms  of  nouns ;  (2)  in 
writing  plural  forms  of  nouns ;  (3)  in  capitalizing  and  ab- 
breviating nouns. 

Logical  outline  of  NounS. 


60 


LANGUAGE. 


Def. 


Kinds 


Forms 


Commons 


Nouns  ^ 


FfbipeT 

irv7i4^,^  Law  for  writing. 
^         C  Def.  Ordinary, 
Abstract, 
^  Yerbal, 
l^  Collective. 

Ordinary  <  Def.      Singular 

p  .      (Def.  f  Plural  ^^^"^rf/^^' 

rossessive  j   t  (  Special  laws. 

Subject, 

Object, 

Idea  word  in  a  second  class  element, 

Adverb, 

Independent  element, 

i  Ordinary, 
Direct  <  Appositive, 
Adjective^  (  Possessive. 

Indirect  <  Complement. 

Original      f  ^T""*'"'"' K  ^ 

Derived     \\^^^\.  I  By  prefixes, 

from      IMectives-    f  By  sufhxes, 

l^JNouns  J  Without  change 

r  Wrong  capitalization, 
J  Wrong  abbreviation. 
Errors  to  be  avoided   )  Wrong  formation  of  posses- 
l     sive  and  plural  forms. 


Uses 


>ources 


Composition. — Description  of  the  picture  representing 
the  landing  of  Columbus.  The  picture  should  be  talked 
about  at  length  and  an  "  outline  "  prepared  before  the  pupils 
write.  Pupils  should  be  expected  to  follow  the  "  outline" 
closely. 

Any  other  historical  picture  may  be  selected,  if  the  teacher 
and  pupils  so  choose.  (See  suggestions  for  "outlines"  in 
Appendix.) 


LANGUAGE.  61 


VERBS — SIX    MONTHS. 

ORDER    OF    PRESENTATION. 

Review.— Definition  of  a  verb. 

New  Work. — I. — (l)  Time  of  action  or  assertion  repre- 
sented by  the  verb;  (2)  how  represented,  (a)  structural  parts, 

(5)  relation  words ;  (3)  definition  of  structural  parts ;  (4)  time 
represented  by  each  structural  part;  (5)  name  of  each  struc- 
tural part,  (a)  present,  (b)  progressive,  (c)  past,  (d)  relative ; 

(6)  law  for  formation  of  structural  parts ;  (7)  logical  outline 

of  Structural  Parts  of  verbs. 

II. — (1)  Definition  of  (a)  a  regular  verb,  (b)  an  irregular 
verb,  (g)  a  defective  verb* ;  (2)  definition  of  {a)  a  transitive 
verb,  (b)  an  intransitive  verb,  (c)  an  auxiliary  verb*;  (3)  logical 
outline  of  KindSof  verbs. 

III. — (1)  Reasons  for  changes  of  forms  of  verbs :  (2)  de- 
finition of  tenses,  (aj  absolute  present,  {b)  absolute  past,  (c) 
absolute  future,  (d)  relative  present,  (e)  relative  past,  (f) 
relative  future :  (3)  definition  of  (a)  passive  form;  (b)  pro- 
gressive form;  (c)  emphatic  form;  (d)  common  form;  {e)  idio- 
matic forms  {aa)  hypothetical,  (bb)  idiomatic-passive,  (cc)  use 
of  an  expletive,  (dd)  idiomatic  use  of  the  verb  to  be:  (4) 
reasons  for  learning  structural  parts  of  verbs :  (5)  structural 
parts  of  all  the  irregular  verbs:  (6)  logical  outline  of 
Forms  of  verbs. 

Review. — Use  of  verbs  (1)  to  express  action;  (2)  as 
copula. 

*  Pupils  should  learn  the  list  of  these  verbs  and  the  structural  parts  of  each. 
-16- 


62 


LANGUAGE. 


New  Work. — I. — (l)  Use  of  verb  as  relation  word  (aux- 
iliary); (2)  use  of  verb  with  to  before  it  u  as  subject,  (h)  as 
object,  (c)  as  copula,  {cT)  as  complement,  {e)  as  adjective  ele- 
ment, (y)  as  adverbial  element,  {g)  as  predicate  of  third  class 
objective  element,  (A)  in  repetition  of  the  subject  in  the 
predicate;  (3)  use  of  progressive  structural  part  (a)  as  ad- 
jective, {b)  as  adverb,  (c)  as  noun;  (4)  logical  outline  of 
Uses  of  verbs. 

II. — (1)  Lists  of  verbs  derived  from  {a)  nouns,  (J)  adjectives, 
(c)  adverbs,  {d)  other  verbs;  (2)  lists  of  prefixes  and  suffixes 
used  in  deriving  verbs ;  (3)  list  of  original  verbs ;  (4)  logical 
outline  of  SOUrCeS  of  verbs. 

Practical    Ap  plicati  OnS.— Avoid    the  use  of 

(1)  relative  structural  part  for  past;  (2)  past  structural 
part  for  relative;  (3)  past  tense  when  referring  to  un- 
changeable facts ;  (4)  present  tense  when  referring  to  future 
events ;  (5)  common  form  when  stating  an  hypothesis;  (6)  sing- 
ular form  for  plural  form;  (7)  wrong  relation  word  (aux- 
iliary;) (8)  wrong  verb ;  (9)  redundant  verb ;  (10)  improper 
contraction. 

Logical  outline  of  VerbS. 


'I.         Definition, 


II. 
III. 
Verbs  \  IV. 

I  VI. 

Lvii. 


Structural  Parts, 

Kinds, 

Forms, 

Uses, 

Sources, 

Practical  Applications^ 


f  Definition. 

Why  learned. 

(  Present, 
Time  represented  \  p^,.  j  Absolute, 

(  i'ast  ^  Relative. 

II.     Strv^turalFarU.      ^  How  made         jL-'^.i^^^. 

[  Present, 
j  Progressive, 


Names 


]  Past, 
L  Relative. 


LANGUAGE. 


63 


Structure 


III.      Kinds  according   to 


f  Definition 


!use 


'Def. 
How  made 


i  Regular     (■  Law. 
Irregular  }      . 
Defective  f  ^*^^^- 

Transitive, 

Intransitive, 

Relation  words  (auxiliary). 

Office, 
List. 


IV. 


Forms  ■{ 


Relation  words 

Common      {  (  Structural  parts  |  Office. 

T-  .   ii?T'''  (.Absolute, 

Tnne  represented  -j  Past^^^  j-  R^i^^i^^; 

[Definition  j  Office, 

I  (  Relation  words  I  List. 

Progressiver""""^''  j  S.n,ctural  part  j  Office. 

)  Present 
Time  represented  [■  Past  )  Absolute, 

)  Future      )  Relative, 
r  Definition  j  Office, 

I  (  Relation  words  (  List. 

Passive  r°"""'''  i  Structural  part  I  Office. 

Time  represented  j  pSf"'    j  ^bsolu'^e, 

j  Office, 
Definition  (  Relation  words    (  List. 

How  made  j  structural  part    |  Office. 

It-  *.  j  ^  Present, 

Time  represented  -j  p    ^ 

Definition 

{Hypothetical, 
Idiomatic-passive, 
Expletive, 
"To  be." 


Emphatic 


Idiomatic 


V. 


Uses 


To  assert 


(  Copula, 


Predicate  verb, 
(  Relation  word  (auxiliary). 
(  Noun, 
To  assume  ■<  Adjective, 
f  Adverb. 


With  io 


Subject, 
Object, 
Complement, 
-i  Copula, 
Predicate  of  third  class  element, 
Adjective  element. 
Adverbial  element. 


VI.       Sources 


Original  words, 

(  Nouns, 
Derived  from  ■<  Adjectives, 

(Adverbs. 


VII.    Errors  to  be  avoided 


Wrong  verb. 

Wrong  relation  word, 
-   Wrong  form. 

Wrong  contraction, 
L  Use  of  redundant  verb. 


64  LANGUAGE. 


Rem&rk. — in  giving  illnstratlons  for  the  uses  of  verbs, 
pupils  should  be  required  to  give  complete  sentences  con- 
taining the  verbs  in  illustration.  In  illustrating  verbs  ac- 
cording to  structure,  they  should  be  required  in  all  cases  to 
give  the  structural  parts. 

Composition.  —  iJ^arrate  the  events  of  Longfellow's 
"  Evangeline."  This  poem  should  be  read  by  the  pupils,  its 
plot  determined,  and  an  outline  made  under  the  guidance  of 
the  teacher.  The  "  Introduction"  may  be  either  a  brief  sketch 
of  Longfellow's  life,  or  a  brief  history  of  Acadia  from  dis- 
covery to  date  of  plot.  Pupils  may  consult  the  poem  when 
writing,  but  should  be  required  to  follow  the  prepared  out- 
line closely. 


rRONOUNS.-{THREE    MONTHS) 

ORDER    OF    PRESENTATION. 

Review. — Definition  of  pronoun. 

New  Woric, — I. — (l)  Lists  of  pronouns  {a)  which  only 
represent  nouns,  {h)  which  limit  as  well  as  represent  nouns, 
(c)  which  show  relation  as  well  as  represent  nouns. 

11. — (1)  Keasons  for  changes  of  forms  of  pronouns;  (2) 
definitions  of  {a)  subjective  form,  (h)  possessive  form,  {c) 
objective  form;  (3)  list  of  pronouns  which  change  their 
forms  ;  (4)   outline  of  FOPmS  of  pronouns. 

Review. — Use  of  pronoun  as  base  of  subject. 

New  Worl(. — I.  (l)  Use  of  pronoun  as  {a)  object,  (b)  com- 
plement, (c)  idea  word  in  a  second-class  element,  {d)  ad- 
jective,  (e)  relation  word;  (2)  outline  of   USOS  of  pronouns. 

11. — (1)  Lists  of  pronouns  derived  from  {a)  adjectives,  (b) 
nouns;  (2)  list  of  original  pronouns. 


LANGUAGE. 


65 


K'H^. 


Practical  Applications.— Avoid  the  use  of  (i)  wrong 

pronoun;  (2)  objective  form  as  complement;  (3)  objective 
fornj  in  compound  subject;  (4)  objective  form  as  subject  of 
an  interrogative  sentence;  (5)  objective  form  as  subject  of  a 
predicate  understood;  (6)  subjective  form  as  idea  word  in  a 
second  class  element;  (7)  subjective  form  as  object  of  a 
transitive  verb;  (8)  subjective  form  in  compound  objective 
element;  (9)  plural  pronoun  with  singular  antecedent;  (10) 
a  pronoun  and  its  antecedent  as  suV)ject  of  same  verb;  (11) 
wrong  form  of  pronoun  with  an  appositive;  (12)  two  styles  of 
pronoun  as  thou  and  you  standing  for  the  same  noun;  (13)  / 
before  you,  they,  he,  she,  or  it,  as  subject;  (14)  7ne  before 
them,,  him,  her,  or  it,  as  object,  or  as  the  idea  part  of  a  second 
class  element.  VHvy^  /^.i.rryV^H 

Logical  outline  of  PronOUnSv  ^y^^^        /,        <"-    " 

^Definition.   ^^'  QP^p  f^fyv^^<^^^ 

,^.    ,       (  Those  having  a  sin^  office,      /?     I 
Kinds     ^  ^j^^g^  j^^^.^^  ^  ^^^^^^^  office.^*''^^' 

?  C  Subjective,  (X^<Jk^ct^/i^x 

I  Singular   2  Objective,  -^   ^^^..^^    ^  ^ 
'  ( Possessive.    ^  i     ^  A) 

t  Subjective,   y-4.n/y^§  ^'^ 
Plural       }  Objective,  j;j^  \,. 

(  Possessive.  /L^  C 

^Subject,         (Q  ^,    "J ryr^v  O^^ 

Complement,?    ^^ n-dZw  t. 

Idea  word  in  a  apconjLclass  ielement, 

Adjective,        J' -u  .  7^*'*^^  ^  * 
^  Eelation  word.  \>^iyii  <  nl/  >^'J^'C£v4 
r  Original  words,    rf  ^  VCoyul^*    ^^' 

Derivedfrom^^^^^^^_  [^ ^^-r\  cU, A 


<  ) 


Forms 


Pronouns  < 


Uses 


Sources 


/^ 


Errors  to  be  avoided 


->K 


Lf  -17- 


( Adjectives.    ^      ^      ^ 
C  Wrong  f orpi,  , 

Wrong  pronoun,.!- '^i^^.^X 
\  Change  of  form,      ^  ////' 
J  Giving    precedence  "/t© 
L     wrong  pronoun. 


-/ 


^^  a-^.^t^v/t) 


^ 


'/ 


^ 


I 


/ 


^ 


/c4 


,x^ 


i 


UuA 


2 


q^mJ 


66  LANGUAGE. 


Composition. — Write  a  description  of  some  book  by  one 
of  the  authors  studied  in  the  Reading  Work.  See  outline 
No.  2,   Appendix. 


ABJECTIVES.-iTHBEE    MONTHS.) 


ORDER  OF  PRESENTATION. 

Review.— Definition  of  adjective. 

New  Work.— I.—  (l)  Definition  of  qualifying  adjectives  (a) 
verbal,  (b)  proper,  (c)  ordinary  :  (2)  definition  of  limiting 
adjectives  (a)  possessive;  {h)  numeral  (aa)  cardinal,  (bh)  ordi- 
nal, (cg)  multiplicative ;  (c)  ordinary  :  (3)  definition  of  com- 
parable adjectives :  (3)  definition  of  incomparable  adjectives : 
(5)  logical  outline  of  KindS  of  adjectives. 

II.^(l)  Reasons  for  changes  of  forms  of  adjectives  ;  (2) 
definition  of  (a)  comparative  proper  form,  (h)  superlative  form, 
(g)  ordinary  form  ;  (3)  laws  for  formation  of  comparative 
forms  ;  (4)  list  of  adjectives  vrhose  comparative  forms  are 
irregularly  made  ;  (5)  logical  outline  of  FOi*niS  of  adjectives. 

Review. — Use  of  adjectives  to  limit  noun  or  pronoun. 

New  Work. — I. — (l)  Use  of  adjectives  as  pronouns,  (a) 
subject,  (b)  object,  (c)  idea  word  in  a  second  class  element  ; 
(2)  logical  outline  of    USOS   of  adjectives. 

II. — (1)  Lists  of  adjectives  derived  from  (a)  verbs,  (b)  nouns, 
(g)  pronouns,  {d)  adverbs,  (e)  relation  words,  (/)  other  adject- 
ives; (2)  lists  of  prefixes  and  suffixes  used  in  deriving  adject- 
ives ;  (3)  lists  of  adjectives  derived  from  other  parts  of 
speech  without  the  use  of  prefixes  or  suffixes ;  (3)  list  of  original 
adjectives  ;  (5)  logical  outline  of   SourCOS  of  adjectives. 

Practical  Applications.— Avoid  the  use  of  (l)  wrong 
adjective  ;  (2)  wrong  comparative   forms  ;  (3)  comparative 


LANGUAGE.                            '              67 

1    incorrectly  formed  ;  (4)  double  comparatives  ;  (5)  adjectives 

to  limit  verbs  ;  (6)  adjectives  to  limit  adjectives  ;  (7)  redun- 

dant adjectives. 

Logical  outline  of  AdjeCtiveS. 

'Def. 

r              r  Def. 

r 

1^  Verbal. 

^ 

Use 

' 

Ordinary, 

1 

bJD 

< 

Possessives, 

Kinds  ^  < 

Limiting     < 

'  Cardinal, 

i 

s 

< 

TV-            1         Ordinal, 
jSumerals   <  y..  ..   ,.' 

Multiplica- 

i 
i 

Natur 
'Ordin 

(  Comparab 
(  Licompan 
ary, 

tive, 
le, 
ible. 

> 

Forms      < 

Comparative  \  ^oniparative  proper  C    Laws 
^               (  Superlative                 /  forform- 

;l 

(  ation. 

^ 

"  To  limit  nouns,                                                       | 

< 

\ 

Uses        < 

To  represent  nouns 

'Subject, 
Object, 
<j  Complement, 
Idea  word  in  a  second 

1       class  element. 

'Original  words, 
Nouns, 

Sources   < 

Pronouns, 
Verbs, 
Adverbs, 
Relation  words. 

f  Use  of  an  adjective  for  adverb, 

Errors  to  be  avoided  J  ^^^  "*  ^--^"g  cornparative, 
]  Use  01  wrong  adjective, 

(^                                     (^  Use  of  redundant  adjectives. 

Composition. — ^Write  a  comparison   between   Washing- 

ton and  Lincoln.     A  good  outline  should  be  made  before  any 

writing  is  done.     The  teacher   should  prepare  the  pupils  for 

1 

LANGUAGE. 


this  work  by  briefly  reviewing  the  biographies  of  Washing- 
ton and  Lincoln. 


ADVERBS.— {SIX  WEEKS.) 

ORDER  OF    PRESENTATION. 

Review. — Definition   of    adverb. 

New  Work. — I — (l)  Definition  of  adverbs  of  (a)  manner, 
{b)  cause,  ic)  time,  (d)  place,  {e)  purpose,(y)  negation,  (g)  degree ; 

(2)  definition  of  comparable  adverbs  ;  (3)  definition  of  incom- 
parable adverbs  ;  (4)  logical  outline  of  KindS  of  adverbs. 

11. — (1)  Reasons  for  changes  of  forms  of  adverbs  ;  (2) 
definition  of  [a)  comparative  proper  form,  (b)  superlative  form, 
{d)  ordinary  form  ;  (3)  law  for  formation  of  comparative 
forms  ;  (4)  list  of  adverbs  whose  comparative  forms  are  irreg- 
ularly made  ;  (5)  logical  outline  of  FormS  of  adverbs. 

Review. — Uses  of  adverbs  to  limit  (1)  verbs,  (2)  adjectives, 

(3)  adverbs. 

New  Work. — I — (l)Use  of  adverb  as  a  relation  word ; 
(2)  logical  outline  of  USOS  of  adverbs. 

II — (1)  Lists  of  adverbs  derived  from  (a)  verbs;  (b)  adject- 
ives; (c)  nouns*  (d)  relation  words ;  (2)  lists  of  prefixes  and 
sufiixes  used  in  deriving  adverbs;  (3)  list  of  adverbs  derived 
without  the  use  of  prefixes  or  sufiixes;  (4)  list  of  original 
adverbs  ;  (5)  logical  outline  of  SourCOS  of  adverbs. 

Practical  Applications.— Avoid  the  use  of  (l)  wrong 
comparative  forms ;  (2)  double  comparatives  ;  (3)  an  adverb 
as  a  complement ;  (4)  an  adverb  as  an  adjective  ;  (5)  two 
direct  negatives  ;  (6)  hut,  oidy  or  hardly  after  not;  (7)  no  for 
not;  (8)  how  for  what. 

Logical  outline  of  AdverbS. 


LANGUAGE.                                        69 

(Bet 

r 

"  Manner, 
Cause, 

B 

Use 

Time, 

bG 

< 

Place, 

Kinds   S  . 

1 

Purpose, 

1 

Forms 

Nature  ! 
'  Ordinary 

Negation, 
^  Degree. 
Comparable, 
Incomparable. 

i  Comparative  (  Def. 

00 

j  Comparative,       <|      proper        <^  Laws  for 
L                                (  Superlative    (  formation. 

>    ^ 

(  Yerbs, 

< 

Uses           < 

'  To  limit               <  Adjectives, 
To  show  relation  (  Adverbs. 

'  Original  words, 
Nouns, 

Sources 

Adjectives, 
Yerbs, 

Kelation  words. 
Adverbs. 

^  Use  of  an  adverb  for  an  adjective. 

Use  of  wrong  adverb, 

Errors  to  be  avoided  - 

Use  of  wrong  form, 

Use  of  an  adverb  for  a  pronoun. 

i^ 

^  Use  of  redundant  adverbs. 

Composition. — Write  a  comparison  between  the  first  set- 

tlers of  Massachusetts  and  those  of  Virginia.     The  teacher 

should  see  that  the  pupils  know  about  these  people  before 

an  outline  for  the  composition  is  attempted.     Let  pupils  re- 

view the  biographies  of  Miles  Standish  and  John  Smith. 

RELATION  WOBDS.-iSiX  WEEKS.) 

ORDER  OF  PRESENTATION. 

Review. — Definition  of  a  relation  word. 

New  WoriC. — Definition  of  (1)  co-ordinate  relation  words 

(a)  uniting,  (b)  rejecting,  (c)  alternative  ;  (2)  subordinate  rela- 

-JA-.    . 

70 


LANGUAGE. 


tion  words  that  show  [a)  the  relation  of  place  or  direc- 
tion, (b)  the  relation  of  time  or  condition,  or  both,  (o)  an 
attributive  relation,  {d)  a  pronominal  relation,  {e)  an  adverbial 
relation.      Outline    of    KindS  of  relation  words. 

RCViBW. — (1^  Forms  of  pronouns  and  verbs  ;  (2)  uses  of 
relation    words. 

New  Work. — (l)  Lists  of  relation  words  derived  from  {a) 
verbs,  {b)  pronouns,  (c)  adverbs  ;  (2)  list  of  original  relation 
words  ;  (3)  outline  of  SourCeS  of  relation  words. 

Practical  Applications.— Avoid  the  use  of  {l)or  after 
neither  or  no  ;  (2)  nor  for  or  ',  (3)  in  for  into  ;  (4)  up  for  ujpon; 
(5)  between  for  among  ;  (6)  to  for  at ;  {^)and  for  hut',  (8j  with 
or  i7i  for  on ;  (9)  upon  for  over  ;  f^lO)  what  for  that ;  (11)  a 
dependent  proposition  without  a  relation  word. 

Logical  outline  of  Relation  Words. 

Definition. 

C  Uniting, 
Co-ordinate    <  Kejecti  ng, 
(  Alternative. 
Kinds     <^  r  Relation  words  proper, 

Pronouns, 
Subordinate  <  Adverbs, 

Copulative  verbs, 
Auxiliary  verbs. 


Relation 
Words 


Forms    <  (Review  Pronouns  and  Yerbs.) 


Use 


To  show  relation. 


Original  words. 
Sources  ^  Deriyed      ^  id^^s''' 
'*"««'  Kerbs. 

C  Wrong  correlative, 
Errors  to  be  avoided  <  Wrong  word, 

f  Omission  of  relation  word. 


LANGUAGE.  71 


Composition. — Write  an  account  of  a  journey  from 
Aurora  to  the  Mississippi  River,  by  rail  to  Peru  via  Ottawa, 
thence  by  water  to  destination.  See  Place  Lessons,  First 
Series,  for  outline. 


liTusrim    c^ti^^idje:. 


{FOUR  MONTHS.) 


Review    the    Fifth  Series   giving  particular  attention  to 

Forms  and  Practical  Applications. 

'    Composition. — Write  two  compositions,   taking  for  sub- 
jects "  Rivers,"  and  "Mountains." 


SIXTH    SERIES. 


{THREE  MONTHS.) 

Review  the  Fourth  Series. 

It  will  require  one  month  to  analyze  sentences  that  involve 
the  different  uses  of  the  verb  with  to  before  it,  and  another 
month  to  analyze  sentences  that  involve  the  different  uses  of 


72  LAN(;UAGE. 


the  progressive  structural  part  of  verb.     Obtain  sentences 
for  analysis  from  the  reading  or  other  text  book. 

Composition. — Write  a  brief  history  of  the  Missouri 
Compromise. 

{THREE    MONTHS,) 

1st  and  2d  Months. — ^Keview  the  prefixes,  suffixes 
and  roots  given  in  the  Fourth  and  Fifth  Eeader  Work. 
Complete  the  lists  of  English  and  Latin  prefixes  and  suffixes 
and  add  to  them  Greek  prefixes,  suffixes  and  roots  from 
Swinton's  Word  Analysis.  Associate  the  above  work  with 
a  review  of  the  SourCOS  of  the  different  parts  of  speech  as 
studied  in  the  Fifth  Series. 

3d  Month. — Review  all  the  Figures  of  Rhetoric  as  studied 
in  the  Reading  Work.  Make  and  find  numerous  examples 
of  each. 

Composition. — Write,  weekly  through  the  term,  scien- 
tific descriptions  of  animals  and  plants  for  careful  work  in 
punctuation.  This  work  should  involve  especially  the  use  of 
the  dash,  the  brace,  the  parenthesis,  and  the  colon. 


SEVENTH    SERIES. 


HIGH   SCHOOL. 

The  work  of  this  Series  is  a  continuation  of  the  work  of 
the  Third  Series.  \\ 

It  extends  through. ^fe-ee  years,  four  or  five  weekly  recita- 
tions of  thirty  to  forty-five  minutes  each. 


LANGUAGE.  73 


Pupils  have  already  had  considerable  practice  in  writing 
essays  in  Description,  Narration  and  Analysis.  Their  work,' 
however,  has  been  almost  wholly  the  expression  in  language 
of  what  they  have  learned  in  connection  with  their  other 
studies,  and  has  been  almost  entirely  free  from  the  technical 
terms  of  Rhetoric.  Hereafter,  to  a  great  extent,  they  must 
themselves  gather  the  needed  information  for  their  essays,  and 
must  acquaint  themselves  with  the  meanings  and  applications 
of  all  necessarj'  technical  terms.  The  subjects  assigned  for 
essays  should  be  such  as  will  demand  much  investigation. 

It  will  be  found  profitable  to  devote  the  first  year  to 
further  work  in  simple  Description,  Simple  Narration,  and 
Analysis. 


1^11=^31'     ■2-:hi^^:r.. 


FIRST  TERM —{FIRST  MONTH,) 

Day's  Praxis.— Chapters  l,  II,  yil,  and  VIII  to  page 
55;  also,  Simple  Description  in  Appendix  V. 

Essays. — Subject:  The  Coulter  Opera  House;  Chicago; 
or  some  similar  theme.    Ca^.a.'^^^y^ «<  ' 

An  Impromptu  Composition  in  Description  to  be 
written  in  fifteen  minutes,  the  rest  of  the  recitation  hour 
being  given  to  the  reading  and  brief  criticism  of  the  same. 

A  Reproduction  from  memory. 

Short  lessons  in  Praxis  should  be  recited  daily  for  a  week, 
the  outlines  for  essays  being  meanwhile  prepared,  presented 
criticised,  and  approved.  In  preparing  the  outlines,  pupils 
should  be  led  to  see  the  necessity  of  observing  the  Laws  of 
Selection,  Method  and  Completeness. 

The  essays  should  be  presented  at  the  first  recitation  of 
the  third  week,  and  the  rest  of  the  month  should  be  spent  in 
reading  them  in  class,  criticising,  rewriting  etc. 

—19— 


74  LANGUAGE. 


No  draft  of  essay  should  be  accepted  as  final  till  faultless 
in  spelling,  use  of  capitals,  punctuation,  paragraphing, 
penmanship  so  far  as  practicable,  and,  so  far  as  may  be 
reasonably  expected,  free  from  violations  of  tlie  three  laws 
above  named. 

Note — The  teacher  must  see  to  it  that  in  description,  the  pupil  never  loses 
sight  of  the  object  in  view,  to-wit :  To  enable  the  reader  or  hearer  to  form  a 
clear  mental  picture  of  the  object  described .  The  pupil  too,  while  writing, 
should  frequently  question  himself:  **  Is  my  language  fitted  to  give  to  the 
reader  a  clear  idea  of  the  object  described  ?"  "Had  I  never  seen  the  object,  would 
such  a  description  as  I  have  given  enable  me  to  form  a  clear  mental  picture  of  it?" 
By  such  self-questioning,  indispensable  to  the  best  results  in  the  work  in  hand, 
the  pupil  will  receive,  in  addition,  valuable  culture  in  imagination  and  judgment. 
When  the  theme  demands  it,  the  teacher  should  be  prepared  to  assist  the  pupils 
to  find  the  information  needed,  and  should  be  watchful  that  they  do  not 
fall  into  the  pernicious  habit  of  copying  the  language  as  well  as  appropriating 
the  information. 


{SECOJ^n      MONTH,) 

Day's  Praxis.— Chapter  y  III  finished  and  together  with 
what  was  learned  last  month,  reviewed. 

Essay. — Subject:  The  Home  I  Wish  to*  Have,  or  some 
like  theuie  for  imaginative    description. 

An  Impromptu  Composition. 
A  Reproduction  from  Memory. 

The  outlines  of  essays  should  be  prepared,  presented,  criti- 
cised and  approved  by  the  end  of  the  first  week.  Let  pupils 
be  trained  to  be  quick  to  detect  any  violation  of  either  of  the 
laws  named  above,  as  also,  any  inelegance  of  diction. 

The  essays  should  be  presented  at  the  first  recitation  of 
the  third  week  and  take  the  same  course  as  in  last  month. 


{THIMD    MONTH.) 


Day's   Praxis.— Chapters  III,  and  lY  to  paragraph  34, 
and  Simple  Narration,  Appendix  Y. 

Essay. — Subject:  Glass-making,  Zinc-making,   or    some 
similar  theme. 


LANGUAGE.  75 


An  impromptu  Essay  and  a  Reproduction  from  mem- 
ory, as  before. 

The  outlines  and  essays  should  take  the  same  course  as 
last  month. 

While  preparing  outlines  pupils  should  be  led  to  perceive 
the  difference  between  the  purjpose  in  Narration  and  in 
Description,  and  the  difference  in  the  requirements  of  the 
Laws  of  Unity,  Selection,  Method  and  Completeness. 

In  writing  an  essay  in  narration  the  pupil  is  to  imagine 
himself  addressing  some  one  and  often  to  question  himself : 
Am  I  presenting  this  theme  in  such  a  way  that  the  imagin- 
ation of  the  reader  will  have  no  difficulty  to  conceive  the 
actual  changing? 


(FOURTH    MONTH.) 


Day's    Praxis.— Chapter  ly  finished  and  with  what  waS 
learned  last  month,  reviewed. 

Essay. — Subject:  Memories  of  a  Moss-rose,  or    History 
of  a  Dew-drop.  — ~  _      ^ 

An  Impromptu  Essay  and  a  Reproduction  as  before. 


SECOND  TERM.— (FIRST  MONTH,) 

Day's  Praxis.— Chapters  X,  XI  to  paragraph  79,  and 
Analysis,  Appendix  Y. 

Essay. — Subject:  Vertebrates,  Birds,   or   some   similar 
theme. 

An  Impromptu    Essay  on  some  simple  subject  in    Di- 
vision, and  a  Reproduction    from  memory. 

In  the  preparation  of  outlines  pupils  are  to  be  led  to  a 


76  LANGUAGE. 


full  apprehension  of  what  is  required  in  Division  by  the 
Laws  of  Unity,  Selection,  Method  and  Completeness. 

The  fact  should  be  made  clearly  to  appear  that  Analy- 
sis in  both  its  parts, — Division  and  Partition, — has  refer- 
ence rather  to  outlining  themes  than  to  a  full  presentation  of 
them,  the  filling  up  being  Description  or  Narration,  already 
studied. 


(SECOND    MONTH.) 

Days   Praxis.— Chapter  XI  finished. 

Essay. — Subject:    The    Rose    Family;    or    Exogenous 
Plants. 

An  Impromptu  Essay  and  a  Reprodnction  from  mem- 
ory. 


(THIRD  MONTH.) 


Day's  Praxis.— Work  of  first    and   second   months    re- 
viewed. 

Essay. — Subject:  Forms  of  Government;  or  The  Orders 
of  Architecture. 

An  Impromptu  Essay  and  a  Reproduction  from  mem- 
ory. 


THIRD  TERM.— FIRST  MONTH, 

Day's  Praxis.— Chapter  X  reviewed,  and  Chapter  XII 
to  paragraph  85. 

Essay. — Subject  :     The   Telescope;    or      The    Human 
Eye. 


LANGUAGE.  77 


An  Impromptu  Essay  on  some  familiar  subject  in  Parti- 
tion and  a  Reproduction  from  memory. 

In  preparing  outlines,  (See  Outline  No.  3,  Appendix,)  the 
difference  in  the  requirements  of  the  four  Laws  in  Division 
and  in  Partition  should  be  clearly  shown. 

The  criticisms  of  the  Essays  should  be  primarily  and  very 
largely  as  above  in  reference  to  violations  of  these  Laws. 

(SECOND   MONTH.) 

Day's  Praxis.-— Chapter  XII  finished. 

Essay. — Subject:  The  steam-engine,  or  A  Watch. 

An  Impromptu  Essay   and  a  Reproduction   from 

memory. 

{THIRD    MONTH.) 

Day's  Praxis.— Chapters  X  and  XII  reviewed. 

Essay. — Subject:  The  Electric  Telegraph;  or  the  Plane- 
tary System. 

An    Impromptu    Essay  and  a  Reproduction  from 

memory. 


SECOiTID      -S-DS-^bJE^- 


During  this  and  the  following  year  pupils  should  be 
called  on  quite  frequently  to  read  essays  before  the  school 
as  a  part  of  the  Friday  afternoon  Rhetorical  Exercises. 
Essays  in  Confirmation  should  be  memorized  and  spoken. 

FIRST    TERM.— [FIRST  MONTH.) 

Day's  Praxis.— Chapter  xiii. 
—20— 


78  LAN  (;U  AGE. 


EsS^y. — Exemplify  a  RodentJn^the_Eabbit ;  or  Marsu- 
pials in  tlie  Kangaroo. 

An  Impromptu  Essay  in  Simple  Description  and  a 
Reproduction  from  memory. 

In  the  preparation  of  outlines,  the  greatest  care  should  be 
given  to  the  requirements  of  the  four  Laws  so  frequently 
alluded  to  before.  In  the  writing  of  the  themes,  after  they 
have  been  outlined  in  accordance  with  these  laws,  the  filling 
— what  is  said  on  each  of  the  selected  properties — will  be 
found  to  come  under  one  or  another  of  the  preceding  pro- 
cesses, to  wit:  Description,  Narration,  or  Analysis. 


(SECOND      MONTH.) 

Day's  Praxis.— Part  II,  Chapters  I  and  11. 

Essay. — Exemplify  a  Vine  in  the  Grape. 

An  Impromptu  Essay  in  Simple  Description,  the  theme  to 
be  imaginative,  and  a  Reproduction  from  memory. 

(THIHn    MONTH,) 

Day's  Praxis.— Part  II,  Chapter  III,  and  a  review  of  the 
Praxis  Work  of  the  two  preceding  months. 

Essay.— Exemplify  Birds  of  Prey  in  the  Hawk. 

An  Impromptu  Essay  in  Simple  Narration  and  a  Re- 
production from  memory. 

{FOURTH   MONTH.) 

Day's  Praxis.— Chapter  XIV  to  paragraph  103,  omit- 
ting all  abstract  themes. 

Essay.— Subject:  The  Cat  and  the  Cow;  or  The  Oak 
and  the  Pine.  '      -     '^  ^-   ^^  ^  ' 


LANGUAGE.  79 


An  Impromptu  Essay  in  simple  Narration,  the  theme 
to  be  imaginative,  and  a  ReprodUCtiOfl  from  memory. 

In  outlining  and  in  writing  the  first  theme  in  Compari- 
son and  Contrast,  as  the  first  theme  in  each  of  the  former 
processes  of  Explanation,  too  close  attention  cannot  be  given 
to  the  requirements  of  the  four  Laws. 


SECOND    TERM,— {FIRST  MONTH.) 

Day's  Praxis.— Chapter  XIY,  paragraph  103,  first 
three  themes. 

Essay. — Subject:  A  Cloud  and  a  Fog;  or  Europe  and 
Africa. 

An  Impromptu  Essay  in  Analysis  by  Division,  and  a  Re- 
production from  memory. 

{SECOND  MONTH.) 

Day's  Praxis.— Chapter  XIV,  paragraph  103,  the  re- 
maining themes  not  abstract. 

Essay.— Subject:  The  Plant  and  The  Animal;  or  The 
Earth  and  the  Moon. 

An  Impromptu  Essay  in  Analysis  by  Partition,  and  a 
Reproduction  from  memory. 

The  process  of  explanation  employed  in  the  essay  written 
this  month,  may  be  Direct  Comparison  and  Contrast,  for  part 
of  the  class,  and  for  the  rest.  Analogical  Comparison  and 
Contrast. 

{THIRD    MONTH.) 

Day's    Praxis. — Keview  of  last  three  months'  work. 


80  LANGUAGE. 


Essay. — Subject:  Washington  and  Napoleon;  or  Irving 
and  Prescott. 

An  Impromptu  Essay  in  Exemplification  and  a  Repro- 
duction from  memory. 


(THIRD    TEBM.-FIBST   MONTH.) 

Day's  Praxis.— Chapter  XY  to  paragraph  109,  and 
paragraphs  111,  112,  and  136. 

Essay. — Subject:  A  Eepublic  guarantees  individual  free- 
dom. 

An  Impromptu  Essay  in  Direct  Comparison  and  Con- 
trast, and  a  Reproduction  from  memory. 

Pupils  should  be  led  clearly  to  understand  the  object  to  be 
effected  in  Confirmation  and  the  means  by  which  it  is  to  be 
effected ;  also  the  state  of  mind  of  the  person  addressed,  and 
the  different  Kinds  and  applications  of  Proof. 

Two  weeks  may  be  profitably  spent  in  outlining  Chapter 
XV  of  the  Praxis,  and  in  illustrating  different  Proofs  as  to 
Object,  (Direct  and  Indirect,)  and  as  to  Kind  (Analytic  and 
Synthetic.)  The  remaining  two  weeks  may  be  given  to  writ- 
ing essays  and  reading  and  criticising  them  in  class,  as  in 
previous  work. 

In  the  theme  assigned  only  Analytic  Proofs  are  to  be  con- 
sidered. 

(SECOND  MONTH) 

Day's  Praxis.— Paragraph  113,  and  a  Review  of  last 
month's  work. 

Essay. — Subject:  A  triangle  cannot  have  more  than  one 
angle  as  great  as  a  right  angle. 

An  Impromptu  Essay  in  Analogical  Comparison  and 
Contrast,  and  a  Reproduction  from  memory. 


LANGUAGE.  81 


During  this  month  several  further  illustrations  of  different 
Proofs  as  to  Object  and  as  to  Kind  should  be  given. 

In  the  theme  assigned  only  Intuitive  Proofs  are  to  be  con- 
sidered. 

IHIRD  MONTH, 
Day's   Praxis.— Paragraphs  114,  115,  116,  and  Eeview 
of  the  work  of  the  two  preceding  months. 

Essay. — Subject:  The  American  Indians  are  destined  to 
annihilation  as  distinct  tribes . 

An  Impromptu  Essay  in  Simple  Description  and  a 
Reproduction  from  memory. 

Further  illustrations  of  different  Proofs  as  to  Object  and 
as  to  Kind  should  be  given. 

Only  A  Priori  Proofs  are  to  be  considered  in  this  month's 
theme. 


rrnn^iD  -s-iE-AJR. 


FIRST  TEJRM,—{FO UR  MONTHS. ) 

Day's  Praxis.— Chapters  IX,  Y,  YI,  and  in  Part  II, 
Chapter  lY;  and  Eeview  of  Chapters  III,  YI,  YII,  X,  XI 
and  XII. 

Five  Essays. — One  in  each  of  the  following  Processes: 
Abstract  Description  ;  Abstract  IS'arration;  Complex  Narra- 
tion ;  Analysis  by  Division  (Theme  Abstract) ;  Analysis  by 
Partition  (Theme  Abstract.) 

-21- 


LANGUAGE. 


Four  Impromptu  Essays,  and  Four  Reproductions 

from  memory  of  short  poems  or  poetical  selections  from 
Longfellow  and  Whittier. 

The  following  themes  are  suggested   for   the   essays  not 
impromptu. 

ABSTRACT    DESCRIPTION. 

Sincerity,  Cheerfulness,  Courage,  Industry,  Egotism. 

ABSTRACT    NARRATION. 

Narration  of  a  day-dream.  The  acquisition  of  knowledge. 
The  formation  of  habit,    The   spread  of  popular  delusions. 

COMPLEX    NARRATION. 

The  influence  of  climate  on  national  character,  The  influence 
of  the  press.  The  power  of  custom.  The  necessity  of  recrea- 
tion, 

ANALYSIS  BY  DIVISION. 

Motives,  Temperament,  Science,  Poetry,  Beauty. 

ANALYSIS     BY   PARTITION. 

True  Greatness,  Resentment,  Civilization,  Heroism^ 
The  Impromptu  essays  are  to  be  in  the  following  Processes : 
Simple  Description  (Theme  imaginative) ;  Simple  Narration; 
Analysis  by  Division  (Theme  Simple);  and  Analysis  by  Par- 
tition (Theme  Simple.) 

SECOND  TERM,— {THREE  MONTHS.) 

Day's  Praxis.—  Chapters  XIII,  XIV,  and  what  has  been 
learned  of  Chapter  XY  in  Review  ;  and  in  Advance,  Chapter 
XY,  paragraph  117  to  126,  and  in  Part  II,  Chapter  Y,  and 
to  paragraph  171   Chapter  YI. 

Four  Essays. — One  in  each  of  the  following  Processes : 
Exemplification  (Theme  abstract);  Comparison  and  Contrast 
(Theme  abstract);  Confirmation  (The  Proof  to  be  Signs,  either 
Testimony  or  Authority,  or  both):  and  Confirmation  (The 
proof  to  be  by  examples,  (either  Real  or  Invented,  or  both.) 

Three  Impromptu  Essays  and  three  Reproductions 

from  memory,— one  from  each  of  the  poets,  Lowell,  Bryant, 
and  Saxe. 

The  following  Themes  are  suggested  for  the  essays  not 
impromptu. 


LANGUAGE.  83 


EXEMPLIFICATION. 

Patriotism,  Mutability  of  Popular  Favor,  Prodigality,  The 
Ingratitude  of  Republics. 

COMPARISON    AND  CONTRAST. 

Policy  and  Principle,  Knowledge  and  Belief,  Talent  and 
Genius,  Poetry  and  Painting. 

CONFRMATION. 

Washington  was  a  true  patriot. 

Bonaparte  was  ruled  by  selfish  ambition. 

Truth  is  stronger  than  error.     Labor  is  the  salt  of  life. 

Habit  is  second  nature.  Guilt  has  no  holiday.  Prosperity 
gains  friends.     Relaxation  is  necessary. 

The  Impromptu  Essays  are  to  be  in  the  following  Processes : 

Exemplification  (Theme  Simple);  Direct  Comparison  and 
Contrast  (Theme  simple) ;  and  Analogical  Comparison  and 
Contrast  (Theme  Simple). 

THIRD  TEBM.-{THBEE  MONTHS.) 

Day's  Praxis.— Remainder  of  Chapter  XV;  in  Part  II, 
Remainder  of  Chapter  YI ;  and  in  review  all  the  work  of  the 
year. 

Three  Essays  in  Confirmation. 

Three  Impromptu  Essays  in  Confirmation  and  three 

Reproductions  from  memory,  one  from  each  of  the  poets 
Mrs.  Hemans,  Scott,  Tennyson. 

The  subjects  of  the  essays  not  impromptu  may  be  selected 
from  the  following: 

The  execution  of  Major  Andre  was  justifiable. 

The  power  of  pardon  ought  not  to  be  intrusted  to  the  Ex- 
ecutive. 

Rotation  in  ofiice  is  expedient. 

Men  of  thought  are  of  greater  service  to  the  world  than 
men  of  action. 

Immigration  ought  to  be  encouraged. 

A  universal  language  is  desirable. 

Games  of  chance  are  morally  right. 


84  LANGUAGE. 


Poverty  is  more  favorable  to  character  than  riches. 

In  the  themes  of  this  term  half  the  class  should  take  the 
affirmative  and  the  rest  the  negative  of  each  question.  Those 
presenting  the  best  arguments  on  either  side  may  be  selected 
to  give  them  in  writing,  or  orally,  as  a  part  of  the  closing 
exercises  of  the  undergraduate  classes. 


EIGHTH    SERIES. 


Pupils  have  already  made  some  acquaintance  with  Eng- 
lish and  American  authors  in  connection  with  the  preced- 
ing language  work.  They  are  now  to  enter  upon 
a  fuller  and  more  critical  study  of  some  of  the  best 
productions  in  our  language. 

Pupils  should  be  encouraged  to  purchase,  during  this  year, 
quite  a  number  of  books  needed  in  preparation  of  lessons,  or 
for  gaining  additional  knowledge  of  authors  studied.  Each 
will  thus  form  the  nucleus  of  a  private  library,  to  be  devel- 
oped, it  is  hoped,  as  he  grows  in  years  and  in  love  of  let- 
ters. 

{FIBSTMOJSTH.) 

The  first  two  weeks  should  be  spent  in  reading  the  two 
articles  entitled.  Theory  of  Beauty,  and  The  Philosophy  of 
Style,  in  Hunt's  English  Literature,  and  in  reading  in  class 
and  comparing,  in  respect  to  style,  three  or  more  of  the  fol- 
lowing short  selections : 

Sorrow  for  the  Dead. — Irving. 

The  Chambered  Nautilus. — Holmes. 


LANGUAGE.  85 


Address  to  the   Moon. — Ossian. 

Thoughts  for  a  Yoinig  Man. — Horace  Mann. 

Pjramus  and  Thisby. — Saxe. 

Death  of  Little  ISTelL — Dickens. 
-   Fall  of  Cardinal  Wolsey. — Shakespeare. 

The  Right  Improvement  of  Time. — Sam  Johnson. 

Elegy  Written  in  a  Country  Churchyard. — Gray. 

During  this  time  pupils  should  review  Day's  Praxis,  Part 
II,  and  apply  the  principles  therein,  in  making  criticisms. 

As  a  result  of  this  study  and  criticism  the  following  Plan 
of  Criticism  may  be  developed,  to  be  used,  with  slight  modi- 
fications, in  future  work. 

PLAN    OF    CRITICISM. 

I.— Writer.— (1)  Brief  biography  ;  (2)  department  of 
literature;  (3)  rank  in  that  department;  (4)  rank  in  general 
literature;  (5)  surroundings,  literary  and  other;  (6)  character, 
as  judged  by  writings;  (7)  miscellaneous. 

II.— Form  of  Discourse.-— Oratory,  Fiction,  Poetry, 
or  other  form. 

III.—RhetOrical  Elements.— (l)  in  Explanation,  Are 
the  laws  of  Unity,  Selection,  Method  and  Completeness 
observed  ? 

(2) — In  Confirmation,  (a)  Is  the  proposition  clearly  stated? 
(h)  Are  the  various  kinds  of  proofs  arranged  in  proper  order? 
(c)  Are  the  introduction  and  peroration  suited  to  the  theme  ? 

(3) — In  Style,  {a)  Is  the  aim  of  the  writer  apparent  at  once? 
(J)  Is  the  thought  sententious  or  connected  and  flowing? 
(c)  Is  the  expression  affected  or  natural, — adapted  to  the 
character  of  the  writer,  the  subject  and  the  occasion?  (d)  Is 
the  style  figurative  or  plain?  (e)  Are  the  figures  familiar  and 
intelligible?  (/)  What  are  the  favorite  figures?  (g)  Are  the 
figures  suited  to  the  thought?  (A)  Are  the  figures  consistent 
with  themselves  ?  (i)  Is  there  redundancy  of  words  or  figures  ? 
{j)    Is   the   style   original   or  imitative  ?     (k)    If   fiction, 


86  LANCiUAGE. 


the  plot;  (l)  If  poetn^,  the  scene,  the  plot,  the  kind,  the  form, 
the  department,  the  kind  of  verse  and  its  adaptation  to  the 
expression  of  the  thonght. 

TV. — Sentence  Elements. — is  the  succession  of  sounds 

smooth  and  pleasant?  (2)  Are  the  sentences  compact  or  loose, 
simple  or  involved?  (8)  Are  the  different  members  placed  in 
proper  order?  (4)  Are  the  relation  words  properly  placed? 
(5)  Are  parenthetical  clauses  introduced  with  care  and  judg- 
ment? 

y.— Words.— (1)  History,  (2)  affinities,  (3)  forms,  (4) 
meaning,  (5)  use,  (6)  euphony,  (7)  imitative  properties,  (8) 
symbolic  properties,  (9)  Anglo-Saxon  or  foreign,  (10)  un- 
equivocal or  the  opposite,  (11)  simple  and  specific,  or 
generic. 

YL— Biographical  and  Historical  Allusions. 

YII.— (1)  Circumstances  under  which  written,  (2)  prob- 
able object  in  writing.  (3)  Is  the  object  attained  ? 

'  In  the  next  two  weeks  have  the  class  memorize  two  or 
more  of  the  following:  Excelsior,  The  Psalm  of  Life, 
The  Day  is  Done,  The  Launching  of  the  Ship,-  Foot-steps 
of  Angels.  Have  them  also  study  and  criticise  Evangeline, 
Hiawatha,  or  The  Courtship  of  Miles  Standish. 

Essay. — Subject:  An  Analysis  of  Tales  of  a  Way-side 
Inn. 

{SECOND    MONTH) 

Have  the  class  memorize  Thanatopsis  and  The  Death  of 
The  Flowers.  Have  them  also  study  and  criticise  God^s 
First  Temples. 

Have  the  class  study  and  criticise  The  Wonder  Booh  for 
Girls  and  Boys,  Tanglewood  Tales,  or   The  Scarlet  Letter. . 
Have  them  read  out  of  class  the  other  two. 

Have  pupils  give  orally  in  class  a  short  outline  or  descrip- 
tion of  each  work  read  out  of  class. 

Essay. — Subject:  Criticism  of  the  last  work  read  and 
criticised  in  class. 


LANGUAGE.  87 


{TH1B£>  MONTH.) 

Have  class  study  and  criticise,  according  to  Plan  given, 
Hip  y^??^  Winkle.  Have  them  read,  out  of  class,  Tke  Sketch 
Booh  and  Knickerhocher'^s  History  of  New  Yorh.  A  brief 
sketch  of  the  latter  should  be  written,  to  be  handed  to  teacher 
or  read  in  class. 

Have  class  commit  to  memory  Byron's  Ajpostrophe  to  the 
Ocean ^  and  one  or  more  of  Moore's  Hymns. 

EsS&y. — Subject:  Haiothorne  and  Irving.  This  essay  is 
to  be  written  in  Comparison  and  Contrast. 

(FOURTH  MONTH.)  / 

Have  class  study  and  criticise  Idyls  of  the  King.  Have 
them  read,  out  of  class.  In  Memoriani^  and  memorize  the 
first  stanza  and  the  passage  beginning,  "Ring  out  wild  bells." 

EsS^y. — Subject:  longfellow  and  Tennyson.  This  essay 
is  to  be  written  in  Comparison  and  Contrast. 

Have  class  review  the  work  of  the  term,  reciting  all  selec- 
tions memorized. 

SECOND  TEBM.—iFlBST  MONTH,) 

Have  the  class  study  and  criticise  Maf^mion  or  The  Lady 
of  the  Lahe^  and  memorize  the  Parting  of  Douglas  aiid 
Marmion.  - 

Have  the  class  read  Ivanhoe.2iW^  write  a  short  sketch  of  it, 
to  be  read  in  class.  Have  them  learn  the  names  of  the  rest  of 
the  Waverley  Novels. 

Have  the  class  study  and  criticise  Macanlay's  Essay  on 
Milton^  and  read,  out  of  class.  Chapter  III,  Vol.  1,  of  his  His- 
tory of  England. 

Essay. — Subject:   The  Uses  of  History. 
{SECOND  MONTH.) 

Have  the  class  study  Chapter  XYII,  Shawns  Manual  of 
English  Literature^  and  Chapter  XY,  Porter's  Books  and 
Beading. 


88  LANGUAGE. 


Have  class  study  and  criticise  The  Vicar  of  WaJcefield,  and 
read  one  or  more  of  the  following:  Robinson  Crusoe^  Toin 
Jones^  Don  Quixote  ^Vanity  Fair^  and  David  Copjperfield  or 
Oliver  Twist,     Have   them  write  a  sketch  of  the  one  read. 

Essay.— Subject:   The  Uses  of  the  Novel. 
{IHlRiy  MONTH,) 

Have  the  class  read,  from  Lives  of  the  Poets,  Johnson's 
comparison  between  Dryden  and  Pope.  Have  them  study 
and  criticise  the  Essay  on   Man. 

Have  class  study  and  criticise  The  Political  Upholsterer, 
The  Vision  of  Mirza,  or  Cato^s  Solilocjuy  on  the  Immor- 
tality of  the  Soul,  and  read  the  other  two.  Have  them 
memorize  the  hymn  beginning  "  When  all  Thy  mercies,  O, 
my  God." 

Review  of  term's  work. 

Essay. — Subject:   Oliver  Cromwell. 

THIRD  TEBM.-iFlBST  MONTH.) 

Have  class  study  and  criticise  Samson  Agonistes.  Plave 
them  read  Paradise  Lost,  and  memorize  the  Invocation  to 
Light,  Book  III,  and  the  Morning  Prayer  of  Adam  and 
Eve,  Book  Y. 

Have  class  read  Hamlet  and  memorize  the  Soliloquy  on 
Death. 

Essay. — The  Reign  of  Elizabeth. 

(SECOND   MONTH.) 

Have  class  study  and  criticise  Julius  Ocesar, '  a>iid  commit  to 
memory  the  orations  of  Brutus  and  Antony. 

Essay. — Chaucer  and  Spenser, 

{THIRD  MONTH,) 

Teach  the  origin  of  the  English  language  and  literature. 
Teach  the  various  theories  of  the  origin,  growth  and  forma- 
tion of  language.  (See  Shaw's  Manual  of  English  Literature, 
Chapter  I;  Day's  Introduction  to    English   Literature,  Part 


LANGUAGE.  89 


1,  Chapter  I,  and  Part  II,  Chapter  I;  The  Introduction  to 
Webster's  and  Worcester's  Unabridged  Dictionaries;  Lan- 
guage and  the  Study  of  Language,  by  Whitney;  and  Max 
Muller's  Lectures  on  Language,  and  Chips  from  a  German 
Workshop. 

EsSBy. — The  essays  of  this  month  will  be  on  various  sub- 
jects to  be  selected  by  pupil  or  teacher,  and  will  be  read,  or 
delivered  orally,  as  Graduation-Parts. 


|e^3«— 


-23- 


90  NUMBER. 


jJ|  U  M  B  E  R 


IF'II^SI'  C3-Pl-«^IDE3. 


(FOUR     MONTHS.) 


Each  division  indicated  by  Roman  numerals  represents  a 
week's  ivork.     Use  objects  freely. 

I. — Teach  pupils  to  add  by  I's  from  1  to  9  inclusive;  to 
count  by  I's  from  1  to  9;  to  make  the  figures  from  1  to 
9  inclusive. 

Drill  until  pupils  apply  the  terms  readily  and  recog- 
nize the  characters  at  sight. 

II. — Teach  the  ordinals  from  1st  to  9th  inclusive.  Teach 
pupils  to  apply  the  ordinals. 

III. — ^D^yelop  necessity  of  the  signs  +  and  = ;  teach  signs 
and  defi-nitions  of  terms. 

Teach  pupils  to  make  the  1  +  1  table  to  8  +  1  inclusive; 
to  subtract  by  I's  from  9  to  0 ;  to  count  backward  by  I's 
from  9  to  0. 

The  teacher  should  exercise  great  care  as  to  the  form  in 
which  pupils  put  their  work  on  slates  and  blackboard. 

TV, — -Develop  necessity  of  the  sign  -  ;  teach  sign  and  def- 
inition of  the  term;  teach  pupils  to  make  the  9-1 
table  to  1  - 1  inclusive. 

Eeview  an,d  examine. 


NUMBER.  91 


V. — Teach  pupils  to  add  by  2's  from  2  to  8;  to  count  by  2's 
from  2  to  8;  to  make  the  2-f2  table;  to  multiply  2'8 
from  1x2  to  4x2  inclusive;  the  sign  of  multiplication; 
the  times  table  of  2'8  from  1  x  2  to  4  x  2.  *         r 

YI. — Teach  the  following: 
Two    pints    equal  one    quart;     One  quart  equals  two  pints; 
Two  quarts  equal  four  pints;        Three  quarts  equal  six  pints; 
Four  quarts  equal  eight  pints. 

Add  quarts,  and  change  to  pints. 

Develop  idea  and  teach  definition  of  one-half;  teach  jep- 
resentation  _Qf  one-half;  teach  pupils  to  -change  units  to 
halves,  using  multiples  of  2,  as  far  as  learned. 

VII. — Teach  pupils  to  subtract  by  2's  from  8  to  0 ;  to 
count  backward  by  2's  from  8  to  0;  to  make  the    8-2  table. 

VIII. — Teach  division  (measurement)  by  2;  as,  There  are 
two  2'b  in  4 ;  three  2's  in  6 ;  four  2's  in  8 ;  one  2  in  2. 
Apply    division    to  measurement;   as, 

Two  pints  equal  one  quart;  Four  pints  equal  two  quarts ; 

Six  pints  equal  three  quarts;  Eight  pints  equal  four  quarts. 

Review  and  examine. 

IX. — Change  halves  to  units,  using  multiples  of  2,  as  far  as 
learned.     Teach  the  sign  of  division  ;  the  2H-2  table. 

X. — Teach  the  fractional  idea  of  division: 
i  of  2=1 ;    i  of  4=z2 ;    i  of  2  qts.=l  qt. ;    ^  of  4  qts.=:2  qts ; 
1  of  6=3;    i  of  8=4;    i  of  6  qts.=3  qts. ;  ^  of  8  qts.=4  qts. 

Teach  addition  by  2's  from  1  to  9 ;  counting  by  2's  from 
lto9;  the  1  +  2  table. 

XI. — Teach  subtraction  by  2's  from  9  to  1 ;  counting  back- 
ward by  2's  from  9  to  1 ;  the  9  -  2   table. 

XII. — Review  all  the  work  gone  over.  * 

Drill  in  spelling  all  terms  used. 

Give  additions  of  I's  and  2'8,  oral  and  written.  Drill  to 
acquire  rapid  work. 


92  NUMBER. 


Teach  addition  by  3's,  beginning  with  3 ;  counting  by  S's 
from  3  to  9 ;  the  3  -f  3  table. 

XIII. — Teach  multiplication  of  S's  from  1  x  3  to  3  x  3 ;  the 
times  table  of  3's. 

Teach  the  following: 

Three  feet  equal  one  yard;     One  yard   equals   three   feet; 
Two   yards   equal  six  feet ;     Three  yards  equal   nine  feet. 

Develop  idea  and  teach  definition  of  one- third  ;  teach  rep- 
resentation of  one-third  ;  teach  pupils  to  change  units  to 
thirds,  using  multiples  of  3,  as  far  as  learned. 

Teach  subtraction  by  3's  from  9  to  0;  counting  backward 
by  3's  from  9  to  0;  the  9-3  table. 

XIY. — Teach  division  (measurement);  as,  There  are  two 
3's  in  6 ;    three  3'8  in  9 ;  one  3  in  3. 

Apply  division  to  measurement;  as, 
Three  feet   equal   one  yard;     Six  feet  equal    two    yards; 
Nine  feet  equal  three   yards. 

Change  thirds  to  units,  using  multiples  of  3,  as  far  as 
learned  ;  teach  the  3-7-3  table. 

FRACTIONAL  IDEA  OF    DIVISION. 

Drill  as  follows: 

i  of  3==! ;  ^  of  3  ft.=rl  ft. ;  ^  of  3  yds.=l   yd. ; 

I  of  6rr=2;  I  of  6  ft.=:2  ft.;  I  of  6  yds.=2  yds.; 

I  of  9=3;  I  of  9  ft.=:3  ft;  |  of  9  jds.=:3  yds. 

Teach  addition  by  3'8  from  1  to  7 ;  counting  by  3'8  from 
1  to7;  the  1  +  3  table. 

XY. — Teach  subtraction  by  3's  from  7  to  1 ;  counting 
backward  by  3's  from  7  to  1 ;  the  7-3  table ;  addition  by 
3's  from  2  to  8 ;  counting  by  3's  from  2  to  8 ;  the  2  +  3  table ; 
subtraction  by  3's  from  8  to  2 ;  counting  backward  by  3's 
from  8  to  2 ;  the  8-3  table ;  addition  by  4'8  from  4  to  8 ; 
counting  by  4's  from  4  to  8 ;  the  4  +  4  table ;  multiplication 
of  4's  from  1  x  4  to  2  x  4 ;  the  times  table  of  4's. 


NUMBER.  93 


Teach  the  fcJlowing: 

4  qt8.=l  gal. ;  4  pks.=l   bii. ; 

1  gal.=4  qts. ;  1    bu.=:4  pks. ; 

2  gal.rz=8  qts. ;  2    bu.rrrS  pks. 

Develop  idea  and  teach  definition  of  one-fourth;  teach 
representation  of  one-fourth ;  change  units  to  fourths,  using 
multiples  of  4,  as  far  as  learned. 

XVI. — ^Teach  subtraction  by  4's  from  8   to   0 ;    counting 
backward  by  4's  from  8  to  0 ;  the  8-4   table ;   division   by 
4  from  4-r-4:  to  8-r-4;  the  4—4  table. 
Teach  the  following : 

4  qts.r=l  gal. ;  4  pk6.=l  bu. ; 

8  qts.— 2  gal. ;  8  pks,^2  bu. 

Change  fourths  to  units,  using  multiples  of  4,  as  far  as 
learned. 

FRACTIONAL  IDEA  OF  DIVISION. 

Drill  as  follows ; 

i  of  4r=l ;  i  of  4  bu.=:l  bu. ; 

J  of  8r=2;  i  of  8  bu.zrr2  bu. 

Teach  addition  by  4's  from  1  to  9 ;  counting  by  4'8  from 
1  to  9 ;  the  1  +  4  table ;  subtraction  by  4's  from  9  to  1 ; 
counting  backward  by  4's  from  9  to  1 ;  the  9-4  table. 

(THREE  MONTHS.) 

I. — Keview  First  Term's  work. 

II,  III. — Develop  decimal  notation  to  two  places. 

Teach  addition  by  I's  from  9  to  50 ;  counting  by  I's  from 
9  to  50 ;  writing  and  reading  numbers  to  50. 

IV. — Develop  and  teach  ordinals  from  9th  to  50th. 

Eeview  and  examine. 

V. — Teach  subtraction  by  I's  from  50  to  9;  counting 
backward  by  I's  from  50;  the  50-1  table. 

VI. — Teach  addition  by  2's  from  8  to  50;  counting  by  2's 
from  8  to  50 ;  the  8  +  2  table  to  50. 

VII. — Teach  multiplication  of  2'8  to  12x2;  the  times 
table  of  2's  from  1  x  2  to  12  x  2. 


94  M  UMBER. 

Apply  multiplication  as  before  to  denominate  numbers 
and  fractions,  using  multipliers  from  1  to  12  inclusive. 

YIII. — Teach  subtraction  by  2'8  from  50  to  0 ;  counting 
backward  by  2's  from  50  to  0;  the  50-2  table. 

Review  and  examine. 

The  teacher  should  exercise  great  care  as  to  the  form  in 
which  pupils  put  their  work  upon  slates  and  black  board. 

IX.— Teach  division  by  2  from  2-f-2  to  24—2;  the  divis- 
ion table. 

FRACTIONAL  IDEA  OF    DIVISION. 


Drill  as  follows: 

i  of  2=1;        i'oi  8=4: 

i   of   4=r2;            I  of  lOrrrS 

i  of  6=S;         i  of  12r=r6 


i  of  14=r7 
i  of  16=:8 
i  of   18=:9 


i  of  20^=10; 
J  of  22r=ll; 
i  of  24=12. 


X. — Apply  division  as   before   to  denominate   numbers 
and  fractions. 

XI. — Give  alternating  tables ;  as, 

24-2z=4;  2-2=^:0; 

2x2=4;  2-7-2=1; 

4  +  2=6;  4-2=2; 

3  X  2=6;  4-^2=2. 

XII. — Review  the  Term's  work.  Examine. 


(THREE  MONTHS.) 

I, — ^Teach  addition  by  2's  from  9  to  49 ;  counting  by  2's 
from  9  to  49;  the  9 +.2  table  to  49. 

II. — ^Teach  subtraction  by  2's  from  49  to  9;  counting 
backward  by  2's  from  49  to  9 ;  the  49  -  2  table. 

III. — Teach  addition  by  3 'a  from  9  to  48 ;  counting  by 
3'8  from  9  to  48 ;  the  9  +  3  table  to  48. 

rV. — ^Teach  multiplication  of  3'8  from  1x3  to  12x3; 
the  times  table  of  3's. 

Apply  multiplication  to  denominate  and  fractional  work 
as  before. 

Review  and  examine. 


NUMBER.  P5 


V. — Teach  subtraction  by  S's  from  48  to  9 ;  coiiiiting 
backward  by  3's  from  48»to  9;  the  48-3  table. 

YL— Tea(;h  division  by  3  from  3-j-3  to  36-^-3;  the  3-:-3 
table. 

Apply  division  as  before  to  denominate  numbers  and 
fractions. 

FRACTIONAL  IDEA  OF  DIVISION. 

i    of    3=::?  i    of    6='i  i    of    9=3?  i  of  12=rr?etC. 

Teach  addition  by  3's  from  10  to  49;  counting  by  3's 
from  10  to  49;  the  10  +  3  table  to  49;  subtraction  by  3's 
from  49  to  10 ;  counting  backward  by  3'8  from  49  to  10 ; 
the  49-3  table. 

VII. — Teach  addition  by  3's  from  8  to  50;  counting  by 
3's  from  8  to  50;  the  8  +  3  table;  subtraction  by  3's  from  50 
to  8;  counting  backward  by  3'8  from  50  to  8;  the  50-3 
table. 

Give  combinations  of  I's,  2'8  and  3'8  oral  and  written. 
Drill  to  secure  rapid  work. 

Give  blackboard  and  slate  work  like  the  following: 

Qt.   Pt.  Pt.  Qt.  Pt.  Yd.  Ft.  Ft.  Yd.  Ft. 

4==  8;  6=2      1;  2==  6;  4:=!      1; 

7=:rl4;  11===5         1;  5^15;  9rrr:3. 

YIII. — ^Teach  addition  by  4'8  from  4  to  48 ;  counting  by 
4'8  from  4  to  48;  the  4  +  4  table;  multiplication  of  4's  from 
1 X  4  to  12  X  4;  the  times  table  of  4's. 

Apply  multiplication  as  before  to  denominate  and  frac- 
tional work. 

Review  and  examine. 

XI. — Teach  subtraction  by  4's  from  48  to  0 ;  counting 
backward  by  4'8  from  48  to  0 ;  the  48-4  table ;  division  by 
4's  from  4-r-4  to  48-^4;  the  division  table  of  4'8. 

FRACTIONAL  IDEA  OF    DIVISION. 

i  of  4==?         i  of  16=?        i  of  28r=:?        I  of  40=?   etc. 
Apply  division  as   before   to   denominate   numbers   and 
fractions. 


96  NUMBER. 


X. — ^Teach  addition  by  4's  from  1  to  49 ;  counting  by  4'8 
from  1  to  49 ;  the  1+4  table :  subtraction  by  4's  from  49  to 
1;  counting  backward  by  4'8  from  49  to  1;  the  49-4  table; 
addition  by  4's  from  2  to  50 ;  counting  by  4's  from  2  to  50 ; 
the  2  +  4  table ;  subtraction  by  4'8  from  50  to  2 ;  counting 
backward  by  4's  from  50  to  2 ;  the  50-4  table. 

XI. — Teach  addition  by  4's  from  3  to  51 ;  counting  by  4's 
from  3  to  51;  the  3  +  4  table;  subtraction  by  4'8  from  51  to 
3;  counting  backward  by  4'8  from  51  to  3;  the  51-4  table. 

Give  blackboard  and  slate  work  like  the  following : 

Gal.  Qt.  Qt.  Gal.  Qt.  Bu.  Pk.  Pk.  Bu.  Pk. 

3==rl2;  4z=l;  ^^  8;  5=1      1; 

6=24;  9=2       1;  11=44;  25=6      1. 

24  +  4=?         3x?=12; 
18^?:^6       18-?=14. 

XII. — Keview  and  examine. 


SEOOiraD  o-i^-^nDE. 


(FOUR  MONTHS.) 

I. — Give  constant  reviews  of  denominate  and  fractional 
work  comprising  applications  of  I's,  2's,  3's  and  4's. 

II. — ^Develop  decimal  notation  to  three  places. 
Teach  writing  and  reading  numbers  to  999;    addition   by 
I's  from  50  to  100;  counting  by  I's  from  50  to  100. 

III.— Teach  addition  by  2's  from  50  to  100;  counting  by 
2's  from  50  to  100;  the  50  +  2  table;  subtraction  by  2's  from 
100  to  50;  counting  backward  by  2's  from  100  to  50;  the 
100-2  table. 

Review  the  multiplication  and  division  tables  of  3's. 

lY. — Teach  addition  by  2's  from  49  to  101;  counting  by 
2'8  from  49  to  101;  the  49  +  2  table;  subtraction  by  2's  from 


NUMBER.  97 


101  to  49;  counting  backward  by  2's  from    101    to   49;  the    I 
101-2  table. 

y. — ^Teacb  addition  by  S'b  frojTi48  to  102;  counting  by 
.3's  from  48  to  102;  the  48-1-3  table. 

Review  multiplication  and  division  tables  of  S's. 

YI.— Teach  subtraction  by  3's  f  rom  102  to  48;  counting 
backward  by  3's  from  102  to  48;  the  102-3  table. 

Give  rapid  combinations  of  numbers  oral  and  written 
from  1  to  3  inclusive. 

VII. — Teach  addition  by  3's  from  49  to  100;  counting  by 
3'8  from  49  to  100;  the  49  +  3  tabje;  subtraction  by  3's  from 
100  to  49;  counting  backward  by  3's  from  100  to  49;  the 
100-3  table. 

YIII. — -Teach  addition  by  3's  from  50  to  101;  counting 
by  3's  from  50  to  101;  the  50  +  3  table;  subtrtaction  by  3's 
from  101  to  50^  counting  backward  by  3'8  from  101  to  50; 
the  101-3  table. 

Review  and  examine. 

IX. — Teach  addition  by  4's  from  48  to  100;  counting  by 
4'8  from  48  to  IQO;;  the  48-1-4  table  ;  subtraction  by  4*8 
from  100  to  48;  counting  backward  by  4's  from  100  to  48; 
the  100-4  table. 

Review  multiplication  and  division  tables  of  4's. 

X. — Teach  addition  by  4'sirom  4:9  to  101 ;  counting  by 
4's  from  49  to  101 ;  the  49-1-4  table  ;  subtraction  by  4's 
from  101  to  49;  counting  l^ackward  by  4's  from  101  to  49; 
the  101  -  4  table ;  addition  by  4's  from  50  to  102  ;  counting 
by  4's  from  50  to  102;  the  50+4  table. 

XI. — Teach  subtraction  by  4^8  from  102  to  50;  counting 
backward  by  4's  from  102  to  50;  the  102-4  table  ;  addition 
by  4's  from  51  to  103;  counting  by  4's  from  51  to  103;  the 
51 +  4 table;  subtraction  by  4's  from  103  to  51;  counting 
backward  by  4's  from  103  to  51 ;  the  103  -4  table. 

XII. — Give  rapid  promiscuous  additions,  subtractions, 
multiplications  and  divisions  of  I's  2's  S's  and  4's  oral  and 
written. 


98  NUMBER. 


Add  single  columns  of  qnarts  and  change  to  pints;  pints 
and  change  to  quarts;  yards  and  change  to  feet;  feet  and 
change  to  yards  etc. 

Review  and  examine. 

XIII. — Teach  addition  by  S's  f  rom  5  to  100;  counting  by 
5's  from  5  to  100;  the  5  +  5  table;  multiplication  of  5'8 
from  1  X  5  to  12  X  5  inclusive;  the  times  table  of  5's. 

XIY. — Develop  idea  and  teach  definition  of  one-fifth; 
teach  represensation  of  one-fifth. 

Change  units  to  fifths  usinii'  multiples  of  5,  as  far  as  learned. 
Teach  subtraction  by  5's  from  100  to  0;  counting  backward 
by  5's  from  100  to  5 ;  the  100  -  5  table. 

XV. — Teach  division  by  5  to  60-f-5;  the  5—5  table. 

FRACTIONAL   IDEA  OF  DIVISION. 

Take  fifths  of  multiples  of  5,  as  far  as  learned. 

Change  fifths  to  units,  using  multiples  of  5,  as  far  as 
learned.  Follow  the  same  general  plan  for  the  remaining 
tables  of  5'8  as  given  in  the  preceding  tables. 

Teach  the  1  +  5  table  to  101 ;  the  101  -  5  table. 

XYI.— Teach  the  2  +  5  table;  the  102-5  table;  the  3  +  5 
table;  the  108 -5  table;  the  4  +  5  table;  the  104-5  table. 
Give  rapid  combinations  of  numbers  from  1  to  5  inclusive. 
Review  and  examine. 

(THREE  MONTHS.) 

I. — Teach  addition  by  6's  from  6  to  102;  counting  by  6's 
from  6  to  102;  the  6  +  6  table  to  102;  multiplication  by  6'8 
from   1x6  to   12x6. 

Develop  idea  and  teach  definition  of  one-sixth;  rep- 
resentation of  one-sixths 

Change  units,  halves  and  thirds  to  sixths,  using  multiples, 
of  6,  as  far  as  learned. 

II. — Teach  subtraction  by  6's  from  102  to  0;  counting  back- 
ward by  6's  from  102  to  0;  the  102-6  table;  division  by  6 
from  6-r-Q  to  72-r-6  ;  the  6-T-6  table. 


NUMBER.  9d 


FRACTIONAL  IDEA  OF  DIVISION. 

Take  sixths  of  multiples  of  6,  as  far  as  learned. 

Change  sixths  to  units,  halves  and  thirds,  using  multiples 
of  6  as  far  as  learned. 

Follow  the  same  general  plan  for  the  remaining  tables  of 
O's  as  given  in  the  preceding  tables. 

Teach  the  1  +  6  table;  the  103-6  table;  the  2  +  6 
table, 

III.— Teach  the  104-6  table;  the  3 -f  6  table ;  the  105 -6 
table;  the  4  +  6  table  ,  the  106  +  6  table;  the  5  +  6  table. 

1  v.— Teach  the  lOT-6  table. 

Teach  pupils  to  analyze  mental  examples  in  addition,  sub- 
traction and  multiplication. 

Give  rapid  combination  of  numbers  from  1  to  6  inclusive. 

Y. — Teach  addition  of  denominate  numbers  involving  a 
change  of  denominations.     Give  problems. 

Yl. — Teach  addition  of  abstract  numbers  involving  a 
change  of  denominations. 

VII. — Teach  multiplication  of  denominate  numbers  in- 
volving a  change  of  denominations. 

VIII. — Teach  multiplication  of  abstract  numbers   involv- 
ing a  change  of  denominations. 
Review  and  examine. 

IX. — Teach  addition  by  7's  from  7  to  105;  counting  by  T's 
from  7  to  105 ;  the  74-7  table ;  multiplication  of  7'8  from 
1  X  7  to  12  X  7  ;  the  times  table  of  7's. 

Develop  idea  and  teach  definition  of  one-seventh ;  repre- 
sentation of  one-seventh. 

Change  units  to  sevenths. 

Teach  subtraction  by  7'8  from  105  to  0 ;  counting  back- 
wa-rd  by  7'&  from  105  to  0;   the  105-7  table. 

X.— Teach  di^nsion  by  7  from  7-+7  to  84-r-7;  the  7-v-7 
table. 

Change  sevenths  to  units. 


100  NUMBER. 


FRACTIONAL  IDEA  OF  DIVISION, 

Tg,ke  sevenths  of  multiples  of  7,  as  far  as  learned. 

Follow  the  same  general  plaii  for  the  remaining  tables  of 
Tq  as  given  in  the  preceding  tables. 

Teach  the  1  +  T  table;  the  106 ~ 7  table, 

XL— Teach  the 2 -fT table;  the  107-7  table;  the  34-7 
table;  the  108-7  table;  the  4  +  7  table. 

•XII.— Teach  the  109  -7  table-,  the  6  -f  7  table;  the  103  -7 
table  ;  the  6  +  7  table  ;  the  104-7  table. 

Give  rapid  combinations  of  numbers  from  1  to  7  inclusive. 
Review  and  examine. 

(THREE  MONTHS^.) 

I. — ^Teach  addition  by  8's  from  8  to  104;  counting  by  8'e 
from  8  to  104;  the  8  +  8  table;  multiplication  of  8's  from 
1 X  8  to  12  X  S;  the  table  from  1  x  8  to  12  x  8;  the  number  of 
quarts  in  a  peck ;  reduction  of  peeks  to  quarts. 

Develop  idea  and  teach  definition  of  one  eighth ;  teach 
representation  of  one-eighth. 

Change  units^  halves  and  fourths  to  eighths. 

n, — Teach  subtraction  by  8's  from  104  to  0 ;  jcpunting 
backward  by  S's  from  104  to  0;  the  104-8  table;  division 
by  8's  from  8+-8  to  96-7-8;  the  8+-8  table. 

Change  quarts  to  pecks ;  as, 

8  qts.=:l  pk. ;  15  qts.=:  1  pk.  7  qts. 

FRACTIONAL    IDEA  OF  DIVISION. 

Take  eighths  of  multiples  of  8,  as  far  as  learned. 

Change  eighths  to  units^  halves,  and  fourths. 

III. — ^Follow  the  same  general  plan  for  the  remaining 
tables  of  8's  as  given  in  the  preceding  tables. 

Teach  the  1  +  8  tables  the  105-8  table;  tlie  2  +  8  table; 
the  106-8  table. 

IV.— Teach  the  3  +  8  table;  the  107-8  table;  the  4  +  8 
table;  the  108-8  table;  tbe  5  +  8  table. 

Y.— Teach  the  101  -  8  table ;  the  6  +  8  table ;  the  102  -  8 
table;  the  7  +  8  table;  the  103-8  table. 


NUMBER.  101 


YI. — Give  rapid  combinations  of  numbers  from  1  to  8 
inclusive. 

Give  problems  involving  preceding  combination&. 

Continue  the  work  in  addition  and  multiplication  of  ab- 
stract and  denominate  numbers. 

Teach  addition  by  9's  from  9  to  108  ;  counting  by  9's  from 
9  to  108 ;  the  9  +  9  table ;  multiplication  of  9's  from  1  x  9  to 
12  X  9;  the  table  from  1  x  9  to  12  x  9. 

Develop  idea  and  teach  definition  of  one-ninth;  teach  rep- 
resentation of  one-ninth. 

Change  uii^  and  thirds  to  ninths. 

Teach  subtraction  by  9's  from  108  to  0 ;  counting  back- 
ward by  9'8  from  108  to  0  ;  the  108  -  9  table;  division  by  9's 
from  9-7-9  to  108-^9;  the  9-T-9  table  to  108-r-9. 

FRACTIONAL  IDEA  OF  DIVISION. 

Take  ninths  of  multiples  of  9,  as  far  as  learned. 

Change  nintlis  to  units  and  thirds. 

YII. — Follow  the  same  general  plan  for  the  remaining 
tables  of  9's  as  given  in  the  preceding  tables. 

Teach  the  1 -h 9  table ;  the  109-9  table;  the  2  +  9  table; 
the  110-9  table   the  3  +  9  table  ;  the  102  -  9  table. 

YIIL— Teach  the  4  +  9  table;  the  103-9  table;  the  5  +  9 
table;  the  104-9  table;  the  6  +  9  table. 

IX.— Teach  the  105-9  table;  the  7  +  9  table;  the  106-9 
table;  the  8  +  9  table;  the  107-9  table. 

Give  rapid  combinations  of  numbers  from  1  to  9  inclusive. 

X. — ^Teach  subtraction  of  denominate  numbers  involving 
a  change  of  denominations.     Give  problems. 

Teach  subtraction  of  abstract  numbers  involving  a  change 
of  denominations. 

XI. — Teach  division  of  denominate  numbers  involving  a 
change  of  denominations. 

Teach  division  of  abstract  numbers  involving  a  change  of 
denominations, 

XII. — Continue  the  work  given  in  10th  and   11th   weeks. 
Review  and  examine. 

-26- 


10^  ':':  '.}  JSUMBER. 


OrKCIiR.ID    CS-I^-^IDE. 


(FOUR  MONTHS.) 


I. — Review  addition,  subtraction,  multiplication  and 
division  involving    changes  of   denominations. 

II. — Teach  addition  by  lO's  from  10  to  100 ;  counting  by 
lO's  from  10  to  100 ;  the  10  4- 10  table  ;  multiplication  of 
lO's  from  1  X  10  to  12  X  10 ;  the  table  from  1  x  10  to  12  x  10. 

Teach  the  number  of  cents  in  a  dollar ;  the  value  of  ^,  -J, 
h  h  h  h  h  and  -J  of  a  dollar. 

Teach  definition  of  one-tenth ;  the  value  of  one-tenth  of  a 
dollar;  the  signs  for  dollars  ($)  and  cents  (c.  or  cts.) 

Change  units,  halves,  and  fifths  to  tenths. 

III. — Teach  representation  of  one-tenth  decimally. 
Practice  reducing  halves,  fifths  and  tenths  to  decimal  form. 

Teach  pupils  to  write  dollars  and  fractional  parts  of  a  dol- 
lar decimally. 

Drill  until  pupils  can  write  and  read  dollars  and  cents 
rapidly;  as,  $3i==:$3.50,  $25i=$25.75. 

IV. — Teach  subtraction  by  lO's  from  100  to  0  ;  counting 
backward  by  lO's  from  100  to  0  ;  the  100-10  table  ;  divis- 
ion by  10  from  lO-r-lO  to  120-^10;  the  division  table  from 
10-^10  to  100-MO. 

FRACTIONAL  IDEA  OF    DIVISION. 

Take  tenths  of  multiples  of  10,  as  far  as  learned. 

Change  tenths  to  units,  halves,  and  fifths. 

Follow  the  same  general  plan  for  the  remaining  tables  of 
lO's  as  given  in  the  preceding  tables. 

Teach  the  1  +  10  table ;  the  101  - 10  table ;  the  2  + 10  table ; 
the  102-10  table;  the  3  +  10  table;  the  103-10  table;  the 
4  +  10  table; the  104-10  table;  the5  +  10  table; the  105-10 
table;  the  6  +  10  table;  the  106-10  table;  the  7 +  10  table; 


NUMBER.  103 


the  107-10  table;  the  8 +  10  table;  the  108-10  table;    the 
9  +  10  table  ;  the  109  - 10. 
Review  and  examine. 

Y. — Teach  addition  by  ll'S  from  11  to  132 ;  counting  bj 
ll'sfromllto  132;  the  11  +  11  table;  multiplication  of 
ll's  from  1  X  11  to  12  X  11 ;  the  times  table  from  1  x  11  to 
12x11. 

Develop  idea  and  teach  definition  of  one-eleventh;  teach 
representation  of  one-eleventh ;  change  units  to  elevenths. 

Teach  subtraction  by  ll's  from  132  to  0;  counting  back- 
ward by  ll's  from  132 ;  the  132-11  table;  division  by  11 
from  11-+11  to  132-f-ll;  the  11-j-ll  table. 

Apply  fractional  idea  of  division. 

Change  elevenths  to  units. 

VI. — Follow  the  same  general  plan  for  the  remaining  tables 
of  ll's  as  given  in  the  preceding  tables. 

Teach  the  1  +  11  table;  the  133-11  table;  the  2  +  11  table; 
the  134-11  table,  etc. 

VII. — Give  rapid  combinations  of  numbers  from  1  to  11 
inclusive. 

Teach  addition  by  12'8  from  12  to  144;  counting  by  1'2's 
from  12  to  144;  the  12  +  12  table;  multiplication  of  12's 
from  1  X  12  to  12  X  12;  the  times  table  of  12's;  the  number 
of  inches  in  1  foot;  reduction  of  feet  to  inches. 

Develop  idea  and  teach  representation  of  one-twelfth. 

Change  units,  halves,  thirds,  fourths  and  sixths  to  twelfths. 

Teach  subtraction  by  I2's  from;.  144;  counting  backward 
by  12'8  from  144;  the  144-12  table. 

VIIL— Teach  division  by  12  from  12-r-12  to  144-M2; 
the  12-r-12  table. 

Apply  fractional  idea  of  division. 

Change  inches  to  feet ;  twelfths  to  units,  halves,  thirds, 
fourths,  and  sixths. 

Give  rapid  combinations  of  numbers  from  1  to  12  in 
elusive. 

Follow  the  same  general  plan  for  the  remaining  tables  of 
12's  as  given  in  the  preceding  tables. 


104  NUMBER. 


Teach  the  1  +  12  table;  the  145-12  table;  the  2  +  12 
table;  the  146-12  table,  etc. 

IX. — Develop  decimal  notation  to  six  places. 
Drill  in  writing  and  reading  numbers. 
Teach  definition  of  notation  ;    definition  of   numeration ; 
rules  for  notation  and  numeration. 

X. — Drill  in  writing  and  reading  numbers. 

Teach  definition  of  addition  ;  definition  of  term  sum. 

XI. — Add  denominate  numbers  involving  a  change  of 
denominations. 

Teach  addition  of  fractions  involving  a  change  of  denom- 
inations 

XII. — Add  abstract  numbers  involving  a  change    of  de- 
nominations.    Give  problems. 
Teach  rules  for  addition. 
Review  and  examine. 

XIII. — ^Teach  definition  of  multiplication. 

Teach  definition  of  terms  multiplicand,  multiplier  and 
product. 

Drill  in  multiplication  of  denominate  numbers.  Give 
problems. 

XIY. — Teach  multiplication  of  fractions  by  whole  num- 
bers. Teach  reduction  of  the  same  to  whole  or  mixed  num- 
bers. 

Teach  rules  for  multiplication. 

XY. — XYI. — Drill  in  addition  and  multiplication. 
Review  and  examine. 

(THREE  MONTHS.) 

I. — Drill  in  addition  and  multiplication  of  denominate 
numbers,  abstract  numbers  and  fractions. 

II. — Teach  definition  of  subtraction. 
Teach  definitions  of  terms   minuend,    subtrahend     and 
difference,  or  remainder. 


NUMBER.  105 


Subtract  denominate  numbers  involving  a  change  of  de- 
nominations.    Give  problems. 

III. — Drill  in  subtraction. 

Teach  subtraction  of  fractions  involving  a  change  of  de- 
nominations.    Give  problems. 

lY.— ^Drill  in  subtraction  of  fractions. 
Review  and  examine. 

Y. — Subtract  abstract  numbers  involving  a  change  of  de- 
nominations.    Give  problems. 

YI.     Drill  in  division  of  denominate  numbers. 

Teach  definition  of  division. 

Teach  definitions  of  divisior,  dividend  and  quotient. 

YII. — Teach  division  of  fractions  by  whole  numbers  (divid- 
ing the  numerator). 

Drill  in  division  of  abstract  numbers  involving  a  change  of 
denominations.      Give   problems. 

YIII. — Teach  rules  and  analyses  for  division. 
Keview  and  examine. 

Review  fundamental  operations  in  denominate  numbers, 
abstract  numbers  and  fractions. 

Drill  on  definitions,  rules  and  analyses. 
Work  for  accuracy  and  rapidity.. 


THREE  MONTHS.— (FOUR  WEEKS.) 

Review  addition  of  denominate  numbers,  fractions  and 
abstract  numbers. 

Review^  definitions  of  all  terms  used  in  addition.  Review 
rule  and  analysis  for  addition. 

Work  for  accuracy  and  rapidity. 

Give  care  to  the  forms  and  neatness  of  written  w^ork. 
Give  problems. 

Review  the  work  given  in  multiplication  of  denominate 
numbers,    abstract   numbers   and    fractions.      Have  pupils 

—27— 


106  NUMBER. 


multiply  by  numbers  from  1  to  12  inclusive. 

Review  the   definitions  of  terms  used  in  multiplication. 
Review  rules  and  analyses. 

(FOUR  WEEKS.) 

Review  multiplication. 

Review  definitions  of  subtraction  and  the  terms  used  in 
subtraction. 

Drill  in  subtraction  of  denominate  numbers,  abstract 
numbers  and  fractions  involving   changes  of  denominations. 

Review  rules  and  analyses. 

(FOUR   WEEKS.) 

Review  the  definitions  given  in  division. 

Review  division  of  denominate  numbers,  abstract  numbers 
and  fractions.  Have  pupils  divide  by  numbers  from  1  to  12 
inclusive. 

Review  rules  and  analyses. 

Obtain  parts  of  numbers  indicated  by  fractions;  as,  What 
is  i  of  20?  f  of  15?  etc. 

Review  and  examine. 


I^OTJI^'m     O-IE^-^X^E. 


(FOUR     MONTHS.) 

Write  and  read  numbers  to  nine  places.  ' 

Practice  in  writing  numbers,  beginning  at  the   left    hand. 

Teach  multiplication  involving  partial  products,  using 
multipliers  consisting  of  units  and  tens. 

Teach  definition  of  partial  product,  and  review  other 
terms  used  in  multiplication. 

Develop  rule  and  analysis. 

Review  and  examine. 

Review  definition  of  the  terms  used  in  division. 

Teach  long  division  using  divisors  to  99  inclusive.  De- 
velop rules  and  analyses. 


NUMBER.  107 


Review  and  examine. 

Develop  idea  of  reduction  descending,  using  tables  already 
learned. 

Apply  multiplication  to  reduction,  using  Liquid,  Dry  and 
Long  measures,  as  far  as  learned. 

Teach  Avoirdupois  Weight.  16  oz.=l!b.  2,000  lbs.— 1  ton. 

Give  applications  of  multiplication  in  reduction  descend- 
ing, using  the  table  just  learned. 

Teach  reduction  ascending,  using  the  above  named  tables. 

Review  notation  and  numeration  to  nine  places. 

Drill  in  multiplication  and  division.  Work  for  accuracy 
and  rapidity. 

Review  and  examine. 

Reduce  halves,  fourths  and  eighths  of  pounds  to  the  same 
denomination.     Add  and  subtract. 

Do  similar  work  in  Liquid  and  Dry  Measure. 

Give  practical  applications  of  denominate  numbers;  as,  in 
buying  by  the  bushel  and  selling  by  the  quart  or  pint,  buy- 
ing by  the  pound  or  fractions  of  the  pound,  and  selling  by 
the  ounce. 

Review  and  examine. 

(THREE  MONTHS.) 

Complete  tables  of  Long  Measure  and  Liquid  Measure. 
5i  yd.rrrl  rd. ;  320  rd.=lm. ;  31^  gal.=l  bbl. 

Teach  the  table  of  Apothecaries'  Weight. 

Apply  reduction  ascending  and  descending  to  Apotheca- 
ries' Weight. 

Reduce,  add,  and  subtract  fractional  parts  of  the  denom- 
inations of  Liquid  Measure  and  Apothecaries'  Weight. 

Give  business  applications  of  the  tables ;  as,  building  rods 
of  fence  or  sidewalk  at  a  certain  price  per  foot,  making 
miles  of  road  at  a  certain  price  per  rod,  buying  medicine 
by  the  quantity  and  selling  by  the  ounce  or  dram. 

Teach  the  Time  Table. 

Give  addition,  subtraction,  multiplication  and  division  of 
denominate  numbers,  using  the  Time  Table. 


108  NUMBER. 


E-educe,  add,  and  subtract  fractional  parts  of  the  deuom- 
iuatioiis  of  the  Time  Table. 

Teach  the  Kumber  Table. 

Drill  in  addition,  subtraction,  multiplication,  and  division 
of  denominate  uunil)ers,  using  the  Time  Table  and  J^umber 
Table. 

Review  and  examine. 

Apply  reduction  ascending  and  descending  to  the  Number 
Table.  Reduce,  add,  and  subtract  fractional  parts  of  the 
denominations  of  rhis  Table. 

G-ive  business  applications;  as,  in  buying  pens  by  the  gross 
and  selling  them,  -)  for  5  cents. 

Teach  Paper  Table. 

Drill  in  addition,  subtraction,  multiplication, and  divisii>n 
of  the  same.  A  pply  reduction  ascending  and  descending  to 
the  Paper  Table. 

Reduce,  add.  and  subtract  fractional  parts  of  the  denom- 
inations of  this  Tal)le. 

Give  business  applications;  as,  in  buying  paper  by  the 
ream  and  selling  it  by  the  sheet. 

Review  and  exnujine. 

rrHREE  MONTHS.) 

Factor  numbers  to  50  inclusive. 

Give  all  possible  divisors  of  numbers  to  50  inclusive. 

Give  all  numbers  below  one  hundred  that  will  contain 
each  number  from  1  to  12  inclusive. 

Be  careful  about  the  representation  of  factors. 

Review  and  examine. 

Write  and  read  decimals  to  five  places. 

Write  and  read  mixed  numbers. 

Change  i,  i,  i,  f ,  |,  "I  to  decimals. 

Teach  addition  of  decimals. 

Apply  the  same  to  rods,  pounds,  bushels. 

Teach  multiplicarion  of  decimals  and  mixed  numbers  by 
whole  numbers  to  1:^  inclusive. 


NUMBER.  109 


Apply  the  same  to  denominate  numbers. 
Review  and  examine. 

Teach  subtraction  of  decimals  in  all  their  variations. 
Apply  the  same  to  denominate  numbers. 
Teach  pupils  to  divide  decimals  and   mixed  numbers   by 
numbers  not  exceeding  twelve. 

Apply  the  same  to  denominate  numbers. 
Review  and  examine. 


i^rE^T'ia:  o-ir-^idie]- 


(FOUR  MONTHS.) 


Factor  numbers  to  150  inclusive. 

Name  divisors,  greatest  divisors,  common  even-dividends 
of  two  or  more  numbers;  smallest  common  even-dividends  of 
two  or  more  numbers. 

Develop  rules  and  analyses. 

Take  fractional  parts  of   numbers  as  above. 

Review  and  examine. 

Teach  table  of  Troy  Weight. 

Give  addition,  subtraction,  multiplication,  and  division  of 
numbers  applied  to  Troy  Weight. 

Drill  in  reduction  ascending  and  descending,  using  de- 
nominations of  Troy  Weight.  Reduce,  add  and  subtract 
fractional  parts  of  the  same. 

Give  business  applications;  as,  finding  the  value  of  an 
article  weighing  5  oz.  2  pwts.,  at  a  certain  price  per  penny- 
weight. 

Review  and  examine. 

Give  drill  in  rapid  addition,  subtraction,  multiplicjation, 
and  division  of  abstract  numbers. 

Use  multipliers  and  divisors  of  two  figures. 

Review  and  classify  tables. 

—28— 


110  MUMBER. 


Do  rapid  work  in  addition,  subtraction,  multiplication, 
and  division  of  denominate  numbers.  Have  rapid  .work 
done  in  business  applications. 

Review  and  examine. 

(THREE  MONTHS.) 

Teach  multiplication  of  a  fraction  by  a  whole  number,  by 
the  two  methods. 

Teach  division  of  a  fraction  by  a  whole  number,  by  the 
two  methods. 

Give  many  concrete  exatnples  for  practice.  Develop  rules 
and  analyses. 

Teach  the  two  ideas  of  a  fraction.  Teach  that  the  carry- 
ing out  of  the  second  idea  is  changing  a  common  fraction  to 
a  decimal. 

Review  and  examine.  ^ 

Teach  that  multiplying  or  dividing  both  numerator  and 
denominator  by  the  same  number  does  not  change  the 
value  of  the  fraction,  giving  the  two  reasons — (1)  Because 
it  is  an  expression  of  division.  (2)  Because  of  its  purely 
fractional  character.  Drill  in  multiplicatton  and  division  of 
abstract  numbers,  using  numbers  of  three  or  more  figures  for 
multipliers  and  divisors. 

Teach  the  short  method  of  multiplying  and  dividing  by  10, 
100,  and  1,000. 

Review  and  examine. 

(THREE  MONTHS.) 

Drill  for  rapid  work  in  writing  mixed  numbers  and  deci- 
mals. 

Drill  in  multiplication  and  division  by  10,  100,  1,000,  ac- 
cording to  short  [method. 

Give  practice  in  addition,  subtraction,  multiplication  and 
division  of  decimals. 

rise  whole  numbers  for  multipliers  and  divisors. 

Review  tables  of  denominate  numbers  with  classification 
and  applications. 

Review  entire  work.     Outline  work. 

General  examination. 


NUMBER.  Ill 


C3-I^-A.1DEI. 


(FOUR  MONTHS.^ 


Review  multiplication  of  a  fraction  by  a  whole  number. 
(Both  methods.) 

Teach  multiplication  of  a  whole  number  by  a  fraction ; 
multiplication  of  a  fraction  by  a  fraction. 

Give  rules,  analyses  and  applications. 

Review  and  examine. 

Review  division  of  a  fraction  by  a  whole  number.  (Both 
methods.) 

Teach  division  of  a  whole  number  by  a  fraction;  division 
of  a  fraction  by  a  fraction. 

Give  rules,  analyses  and  applications  of  the  same. 

Review  and  examine. 

Review  fractions  and  teach  terms. 

Define  kinds  of  fractions. 

Review  the  subject  and  make  outlines. 

Review  multiplication  of  decimals  involving  all  changes 
in  multiplicand  and  multiplier;  division  of  decimals  involv- 
ing all  changes  in  divisor  and  dividend.  Devolop  definitions, 
statements,  analyses  and  rules. 

Review  and  examine. 

(THREE  MONTHS.) 

Teach  table  of  Square  Measure. 

Apply  reduction  ascending  and  descending  to  the  same. 

Drill  in  addition,  subtraction,  multiplication  and  division 
of  numbers  applied  to  the  same. 

Reduce,  add,  and  subtract  fractional  parts  of  the  above 
named  denominations. 

Give  business  applications  of  Square  Measure — measuring 
lumber,  building  side-walks,  fencing,  roofing  and  siding. 

Review  and  examine. 


112  NUMBER. 


Give  business  applications  of  Square  Measure — lathing, 
plastering,  papering,  flooring,  carpeting,  land  platting  with 
township,  section,  number  and  part  of  section. 

Review  and  examine. 

(THREE  MONTHS.) 

Teach  the  table  of  Cubic  Measure.  Apply  reduction 
ascending  and  descending  to  the  same. 

Reduce,  add,  and  subtract  fractional  parts  of  the  above 
named  denominations. 

G-ive  business  applications  of  Cubic  Measure,  measuring 
wood,  stone,  walls,  and  excavations;  finding  contents  of  bins, 
corncribs,  gallons,  bushels.     Give  definition  of  a  circle. 

Teach  method  of  finding  the  area  of  a  circle. 

Teach  method  of  finding  the  contents  of  cylinders,  wells, 
cisterns  and  barrels. 

Review  and  examine. 

Teach  the  table  of  Longitude  and  Time. 

Apply  reduction  ascending  and  descending  to  the  same. 

Drill  in  addition,  subtraction,  multiplication,  and  division, 
using  the  denominations  of  this  table. 

Reduce,  add,  and  subtract  fractional  parts  of  these  denom- 
inations. 

Give  practical  applications. 

Review  and  examine. 

Drill  in  findmg  time  equivalent  for  distance,  and  distance 
equivalent  for  time. 


SE-viBiiiT'ria:  o-i^^^X)E. 


(FOUR  MONTHS.) 

Review  abstract  numbers  including  decimals. 
Drill  for  accurate  results  and  quick  work. 
Review  fractions  and  denominate  numbers. 
Make  outline  of  fractions  and  denominate  numbers. 
Drill  for  accuracy  and  rapidity. 


NUMBER. 


113 


Give  cross-section  work. 

Drill  in  addition  and  subtraction  of  integral  and  fractional 
numbers,  both  abstract  and  denoniinate. 

Give  definitions,  rules,  analyses,  statements  and  appli- 
cations. 

Drill  in  multiplication  and  division  as  above  detailed. 

(THREE    MONTHS.) 

1.     Drill  in  getting  hundredths  of  numbers. 

Give  term  jper  cent,  and  tell  what  it  means. 

Give  much  drill  in  finding  hundredths  of  numbers,  using 
the  terms  per  cent,  and  hundredths  interchangeably. 

Develop  definition  of  percentage  and  give  sign. 

Show  relation  of  50%  to  :J^  of  a  number;  25%  to  J; 
100%  to  the  whole;  75%to  f. 

Give  much  drill  in  finding  parts  of  numbers  as  above  in- 
dicated, using  the  fractions  and  corresponding  per  cent,  inter- 
changeably. Show  difference  between  ^%  and  \  oi  2,  num- 
ber; -1%  and  i  of  a  number.  Drill  in  finding  ■^%,  50%,  and 
\  of  numbers;  i%,  33J%,  and i  of  numbers;  t%,66f  %,and 
f  of  numbers,  using  fractions  and  per  cent,  interchangeably. 

Show  the  relation  of  200%  to  two  times  a  number; 
300%  to  three  times  a  number,  etc. 

Give  much  drill  in  all  of   the  above  indicated  work. 

Find  1%  from  a  given  per  cent. 

Find  any  required  per  cent,  from  a  given  per  cent. 

Find  what  per  cent,  one  number  is  of  another. 

Develop  terms  and  definitions  of  the  same. 

Develop  the  number  of  different  cases  that  may  occur. 

Develop  rule  for  finding  each  term. 

Develop  the  following  Statements : 

(a.)  The  base  is  the  difference  between  the  amount  and 
the  percentage. 

ijb)  The  base  is  the  quotient  of  the  percentage  by  the 
percentage  on  one. 

{c.)  The  base  is  the  quotient  of  the  amount  by  the  amount 
of  one. 


114  NUMBER. 


(d.)  The  rate  is  the  quotient  of  the  percentage  by  cne  per 
cent,  of  the  base. 

(/.)  The  percentage  is  the  product  of  one  per  cent,  of  the 
base  by  the  number  of  units  in  the  rate,  etc. 

Practice  upon  business  applications  until  the  subject  thus 
far  outlined  is  thoroughly  understfK)d. 

2.  Apply  previous  knowledge  to  operations  in  buying  articles 
and  selling  them  at  a  profit  or  loss. 

Trace  correspondences  in  terms  used  and  give  definitions 
appropriate  to  Profit  and  Loss*     Develop  rule. 

Develop  statements  to  apply. 

Give  practice  in  business  applications. 

(THREE     MONTHS.) 

3.  Apply  previous  knowledge  to  Commission.  ^ 
Change  names  of  terms. 

Develop  rules  and  statements. 

Make  a  table  showing  correspondences  of  the  terms  of  per- 
centage and  its  applications.  • 

4.  Teach  by  what  means  schools  are  supported,  city  and 
state  governments  sustained,  bridges  built,  etc. 

Teach  how  and  by  whom  taxes  are  levied;  how  and  by 
whom  an  estimate  (assessment)  of  property  is  made ;  how  and 
by  whom  each  man's  tax  is  determined;  how  and  by  whom  the 
tax  is  collected. 

Teach  by  what  authority  the  different  persons  act.  (elec- 
tion or  appointment.) 

Teach  what  is  the  penalty  for  not  paying  taxes. 

Apply  previous  knowledge  of  percentage  to  taxes. 

Change  names  of  terms  and  tabulate,  showing  correspon- 
dences. 

Develop  rules  and  statements. 

Give  practice  in  business  applications. 

Teach  what  is  meant  by  poll  tax. 


NUMBER.  115    : 


5.  Teach  how  the  expenses  of  the  national  govermnent  are  j 

borne.  ; 

Teach  what  is  meant  by  imports  and  exports;     by  duties;  j 

ad  valorein  and  ^60^^(?  duties.  I 

Teach  how  officers  are  appointed,  and  what  is  meant  by  I 
smuggling. 

Teach    what    is    meant    by  internal  revenue;  how  and  by  ; 

whom  assessed  and  collected.  i 

Teach  by  whom  these  officers  are  appointed.  I 

Apply  previous  knowledge  of  percentage   to  the  terms    of  ' 

Custom  House  Business.  ! 

Change  names;  trace   and    tabulate  correspondences;    de-  \ 

velop  rules  and  statements    and  give  practice  in  business  ap-  I 

plications.  i 


EIO-HTH  CS-Z^^^IDIE. 


(FOUR     MONTHS.) 

6.  Teach  how  to  find  what  must  be  paid  for  the  use  of  money 
at  various  rates  percent.     Call  this  Interest. 

Appl}^  previous  knowledge  to  Interest  and  change  names 
of  terms. 

Teach  how  to  find  what  must  be  paid  for  the  use  of  money 
at  a  certain  per  cent,  per  annum.     Give  term  Time. 

Develop  definitions  for  terms;  trace  and  tabulate  corres- 
pondences; develop  rules  and  statements;  give  business 
applications. 

Teach  how  to  find  interest  for  months  and  days. 

Teach  how  to  find  time  between  different  dates. 

Give  practice  in  business  applications. 

Teach  the  relation  of  6  to  the  number  of  months  in  a  year, 
and  the  number  of  days  in  a  month. 

Teach  how  to  find  interest  by  the  6%  rule. 


116  NUMBER. 


Teach  how  to  find  interest  by  taking  "aliquot  parts." 

Have  pupils  draw  promissory  notes  and  cast  the  interest 
upon  them. 

Teach  how  to  find  the  interest  when  partial  payments 
have  been  made. 

Bevelop  rules. 

Teach  pupils  various  forms  of  promissory  notes  and  re- 
ceipts. 

Teach  what  is  meant  by  compound  interest. 
Give  practice  in  business  applications. 

(THREE  MONTHS.) 

7.  Show  how  to  get  the  present  value  of  money  due  in 
future  time. 

Apply  previous  knowledge  to  Discount ;  change  names  of 
terms  ;  trace  and  tabulate  correspondences ;  develop  rules 
and  statements,  and  give  practice  in    business    applications. 

Show  how  notes  are  discounted  at  a  bank. 

Teach  differences  in  fact  between  True  and  Bank  Discount. 
Develop  rule  for  finding  Bank  Discount  and  give  business  ap- 
plications. 

8.  Teach  how  to  find  the  cost  of  insuring  property  from  loss. 
Apply  previous  knowledge  to  Insurance ;    change    names 

of  terms;  trace  and  tabulate  correspondences  of  terms;  de- 
velop rules  and  statements;  and  give  practice  in  business 
applications. 

9.  Teach  what  stocks  and  bonds  are. 

Teach  meaning  of  different  kinds  of  Government  bonds  ; 
2^^,  five-twenties,  ten-forties,  etc. 

Drill  pupils  in  finding  the  comparative  profit  of  invest- 
ments in  bonds  at  premium  and  at  discount;  as,  for  example. 
Which  is  the  better  investment,  9%  bonds  at  12%  premium 
or  7%  bonds  at  9%  discount? 

(THREE  MONTHS.) 

10.  Teach  definitions  of  Bankruptcy,  Assets,  Liabilities,  in- 
solvent. 

Give  many  examples  involving  business  applications  of 
the  foregoing  terms. 


JSUMBER.  117 


Teach  definitions  of  Draft,  Drawer,  Drawee,  Payee,  Re- 
mitter, and  teach  what  is  meant  by  accepting  a  draft. 
Give  practice  in  making  and  accepting  drafts. 

Involve  numbers  and  teach  what  is  meant  by  Power,  In- 
dex, Square,  and  Cube. 

Let  pupils  learn  the  squares  of  numbers  from  1  to  25 
inclubive. 

Drill  in  (mentally)  squaring  numbers  above  25  by  adding 
to  the  square  of  the  tens,  twice  the  product  of  the  tens  by 
the  units  and  the  square  of  the  units.  While  doing  this, 
lead  pupils  to  see  and  state  within  what  bounds  the  squares 
of  the  tens  and  units  are  found  respectively. 

Teach  how  to  find  one  of  the  two  equal  factors  of  a 
number. 

Apply  square  root  to  finding  the  sides  of  triangles. 
Give  business  applications  of  square  root. 

Make  notes,  receipts,  orders,  due  bills,  and  bills  of  ex- 
change. 

Make  applications  of  each  of  the  above  to  practical  busi- 
ness transactions  in  the  purchase  or  sale  of  goods,  hay, 
wheat,  pork,  lumber,  land,  wood,  etc. 


i^nsTTxi    o-i^-^idde:. 


(FOUR     MONTHS.) 

Elementary  Algebra  to  Division  inclusiv<e. 

(THREE     MONTHS.) 

The  same  to  Equations  of  the  First  Degree. 


118  NUMBER. 


1 


(THREE  MONTHS.) 

Review  Addition,  Subtraction,  Multiplication  and  Divis- 
ion of  abstract  and  denominate  numbers  both  integral  and 
fractional.  Have  pupils  state  likenesses  and  differences  be- 
tween corresponding  processes,  and  make  full  Logical  Out- 
lines of  the  various  subjects. 

Give  practical  applications,  and  work  for  accurate  results 
quickly  obtained. 

Give  much  attention  to  rapid  additions  of  numbers  in 
long  columns,  single  and  double ;  short  processes  of  multi- 
plication and  division ;    rapid  mental  combinations. 

Review  Percentage  and  its  applications;  trace  likenesses 
and  differences;  make  Logical  Outlines  of  the  various 
subjects;  give  practical  business  applications;  do  accu- 
rate, rapid  work. 


GEOGRAPHY.  119 


GEOGRAPHY. 

m 


This  work  is  lo  be  be^uu  the  last  term  of  the  Third  Year. 

FIRST     SERI  ES. 


PLACE. 


(FOUR  WEEKS.) 

I.  Position. 

(Review  the  place  work  given  in  I,  of  Form.) 

II.  Representation. 

1.  Plane  Surfaces  (table,  floor,  blackboard). 

2.  Objects  on  plane  surfaces. 

III.  Direction. 

1.  Cardinal  Points. 

2.  Semi-cardinal  Points. 


JOURNEYS 


/.     A  Journey  to  Montgomery, 

(FOUR   WEEKS.) 
Starting  from  the  school  house,  cross  the   river,  go   down 
the  west  side  to  destination,  and  return  on  the  east  side. 


120  GEOGRAPHY. 


All  objects  of  interest  should  be  noticed,  and  their  names 
given  and  defined. 

The  following  points  should  be  made: 

1.  Schoolhouse.     2.  Church.  3.   Street.  4.  Park. 

6.  Residence.        6.  Garden.  7.  Store.  8.  Block. 

9.  Post-office.      10.  Island.  11.  City  Hall.    12.  Bridge. 

13.  River — (a)   banks,  (h)  current,  (c)  course,    (d)  bed,  (e) 

dam,  (f)  mills,  (g)  factories,  (A)  scavenger. 

14.  Railroad.         15.  Road.  16.    Farms.        17.  Fields. 
18.  Products.         19.  Meadow.        20.    Pasture.       21.  Stock. 

22.  Montgomery — (a)  village,  (b)  mills,  (c)  cheese  factory. 

(CROSS  RIVER.) 

23.  Woods.  24.  Cemetery.      26.  Seminary. 
26.  Stone-quarry.  27.  Idea  of  distance. 

28.  Distance  from  Aurora  to  Montgomery. 


i^OTJiE^rrxa:  o-i^-^ide. 


(FOUR  MONTHS.) 


,  II.    A   Journey  to   Geneva. 


(THREE  WEEKS.) 

Go  from  Broadway  to  Schneider's  Mill  on  the  east  side  of 
the  river  and  finish  the  journey  on  the  west  side. 
Notice  all  points  of  interest  and  define  terms. 
The  following  points  should  be  made : 

1.  The   direction  of  Geneva    from  Aurora.     2.  Up    river. 
3.  Down  river.  4.  Ravine.  5.  Island.  6.  Railroad. 

7.  Brook.  8.  Creek.  9.  Spring,        10.  Tributary. 


GEOGRAPHY.  121 


I 

I    11.  North    Aurora — {a)  railroad    station,    {b)   sash   factory, 

I  {e)    foundry,    (6?)  cheese  factory,    {e)  bridge, 

I  {/)  dam,  {g)  mill,  (A)  boats. 

I    12.  Woods.  13.  Prairie.      14.  Hill.  15.     Yalley. 

I    16.  Farms.  17.  Farmers.    18.  Crops.  19.     Products. 

I    20.  Batavia — {a)  stone-quarry,     (h)  greenhouse,  {c)    asylum. 

I    21.  Geneva — (<*)  jail,  (^)  court-house. 

I    22.  Compare  with  Aurora-^term  city.  23.    Distance. 

i    24.  Compare  distance  from  Aurora    to  Montgomery  with 

distance   from  Aurora  to    Batavia,  and  from  Aurora  to 

Geneva. 

Si  '>->s 

///.      A  Journey  to  Chicago  by  rail. 


(TWO     WEEKS. ) 

Make  the  following  points: 

I.  Depot — passenger  and  freight.  2.  Railroad — trains,  cars. 
3.  Car-shops.    4.     Farms — crops,  principal  products. 

5.  Prairie.  6.  Telegraph — use.  7. — Villages  and  stations. 
8.  Chicago.      9.  Depots,  10.  Idea  of  its  size. 

II.  Noise.  12.  Lake  Michigan —  {a)  uses  of  the 
lake,  (1)  water  supply  (2)  way  of  travel  —  com- 
merce, (b)  wharf,  (c)  harbor.  1 3.  Large  and  hand- 
some stores,  churches,  schools,  public  buildings. 

14.  Street  cars  and  omnibuses.  15.  River — {a)  tunnels, 
(^)  drawbridge.  16.  Compare  with  Fox  River  ;  {a)  navigable 
and  unnavigable,  (^)  steamboats,  (<?)  tugs,  {d)  sail  vessels. 
17.  Long  streets.  18.  Warehouses  and  elevators — use. 
19.  Stockyards.  20.  Compare  with  Aurora; — large  and 
small  cities. 

21.  Compare  with  other  places  visited — term  town. 

22.  Compare  distance  from  Aurora  to  Chicago  with 
distance  from  Aurora  to  Geneva. 


-31— 


122  GEOGRAPHY. 


MAPS 


[TWO  WEEKS.  > 

I.  Draw  map  of  schoolroom. 

DIRECTIONS  FOR  DRAWING. 

1.  Draw  from  left  to  right  two  horizontal  lines  five  inches  long  and  four 
inches  apart-  Call  th||  nearer  line  a^  and  the  other  b.  Connect  these  lines 
at  their  extremities  forming  an  oblong.  Call  the  connecting  line  on  the  right 
C,  and  that  on  the  left  d, 

2.  \xi  d  one  inch  and  one  eighth  from  a  and  b  respectively  make  points. 

3.  One  inch  to  the  right  of  the  points  just  made,  make  points  and  connect  the  two 
calling  this  line  e\  connect  each  point  with  the  corresponding  point  m  d. 

4.  In  the  short  lines,  one-eighth  inch  from  ^,  and  in  e^  one-eighth  inch 
from  the  short  lines  respectively  make  points;  connect  points  in  adjacent  lines 
and  erase  corners. 

5.  In  t/ one-half  inch,  and  one  inch  from  a  make  points  and  erase  lines  be- 
tween points.  In  same  line  one  half  inch  and  one  inch  from  b  make  points  and 
erase  line  between  points. 

6.  In  b  one-half  inch,  and  one  inch  from  d  make  points, 
and  erase  line  between  points.  In  same  line  one  half-inch,  and  one  inch  from 
c  make  points,  and  erase  line  between  points. 

7.  In  c  one  half-inch,  and  one  inch  from  each  extremity  make  points  and 
erase  both  half  inch  lines. 

8.  In  the  corner  one  half  inch  from  3  and  seven-eighths  of  an  inch  from  c  make 
a  point.  Two  inches  and  three-fourths  to  the  left  of  this  point,  make  a  point, 
and  connect  the  two.  One-halt  inch  below  and  parallel  with  the  line  just  drawn, 
draw  another  line,  and  connect  the  corresponding  ends  of  the  two  lines. 
In  the  parallel  lines  one-eighth  of  an  inch  from  the  left  end  of  the  oblong, 
make  points  and  connect.  In  the  same  lines  one  fourth  of  an  inch  to  the  right 
of  the  line  just  drawn,  make  points  and  connect.  Erase  the  parts  of  the 
parallel  lines  between  the  last  two  lines  drawn.  Continue  until  eight  small 
oblongs  have  been  drawn  similar  to   the  one  just  completed. 

9.  Construct  and  divide  three  other  large  oblongs  of  the  same  size  as  the  one 
first  drawn.     Make  the  oblongs  three  eighths  of  an  inch  apart. 

Teach  definition  of  (a)  Map,  (b)  Scale.     Teach  difference 
between  map  and  other  pictures. 


GEOGRAPHY.  123 


(TWO  WEEKS.) 

II.  Draw  map  of  s(;hool  floor  upon  which  the  room  is 
situated. 

(TWO  WEEKS.) 

III.  Draw  map  of  school  block,  and  locate  all  buildings 
on  it. 

Two  weeks  should  be  taken  for  review. 

MAP  DRILL -JOURNEYS. 

THREE  MONTHS.— (FOUR  WEEKS.) 

I.  Study  nrnp  of  city  to  give  a  more  perfect  idea  of  a  map 
and  its  use. 

Trace  river,  railroads  and  principal  streets.  Locate  pub- 
lic buildings  and  prominent  residences.  Give  directions  and 
relative  distances. 

(FOUR     WEEKS.) 

II.  Study  map  of  Kane  County. 

Let  pupils  find  places  to  which  they  have  taken  journeys, 
and  trace  courses  of  travel.  Trace  courses  of  streams  and 
railroads.  Estimate  and  compare  distances.  Give  relative 
directions. 

(FOUR  WEEKS.) 

III. — Make  brief  journeys  to  Lodi  and  Dundee  for  sake 
of  drill,  and  to  give  idea  of  distance  and  representation  on 
map.     Note  objects  of  interest. 

Learn  and  compare  distances  and  directions. 

(THREE  MONTHS.) 

A  journey  down  the  Fox  and  Illinois  rivers  to  the  Missis- 
sippi. ^ 

Notice  principal  objects  of  interest  and  define  terms.  In 
taking  the  journey,  a  good  map  of  Illinois  should  be  in 
constant  use ;  distances  from  place  to  place  should  be  given 
and  compared  with  distances  previously  given. 


124  GEOGRAPHY. 


The  following  points  should  be  made : 
"Ottawa: — (a)    location — mouth    of     river,    (b)    size,    (c) 
starch   factory,    (d)    glass    works,    (e)    artesian    wells,    (/*) 
canal — (1)  how  used,  (2)  for  what  used. 

Lasalle: — (a)  coal  miaing,  (b)  glass  works,  (c)  cement 
works,  (d)  great  zinc  works,  (e)  terminus  of  canal. 

Peru: — (a) glass  works,  (b)  coal  mining. 

Peoria; — (a)  size — compare  with  size  of  Aurora,  (b)  man- 
ufactures, (1)  whiskey,  (2)  plows,  (3)  wagons. 

Pekin.  Havana. 

Notice,  (1)  increase  of  size  toward  mouth  of  river,  (2) 
importance  of  river,  (3)  mouth  of  river,  (4)  the  Mississippi 
river. 

It  will  be  found  that  too  much  time  has  not  been  allowed 
for  the  foregoing  journeys  if  proper  attention  is  given  to  the 
subjects,  canal,  glass,  coal,  and  zinc. 


r'rF^'m  c3-:r,-<^3d:e. 


(FOUR     MONTHS.) 


BOOKS. 


A  good  map  of  the  United  States  should  be  in  constant 
use  while  giving  the  lessons  enumerated  below,  from  Guyofs 
Introduction. 

I.     <SIX    WEEKS.) 

Lead  pupils  up  the  Mississippi   to  its  source,  then  take 
Journey  Fourth,  pages  12,  13,  14,  15,  16,  17,  1§  and  19. 
Give  actual  and  relative  distances  frequently. 


GEOGKAPHY.  125 


II.     (TWO  WEEKS.) 

Ascend  the  Mississippi  river  to  the  Ohio  and  the  Ohio  to 
Cincinnati  and  take  Journey  Thirds  pages  10  and  11. 

III.     (FOUR   WEEKS.) 

Take  Journey  Second^  pages  6,  7,  8  and  9,  and  Journey 
Firsts  pages  2,  3,  4  and  5. 

IV.     (THREE    WEEKS.) 

Travel  to  the  Hudson  river  and  take  Journey  Fifth^  pages 
21,  22,  23,  24  and  25. 
Give  one  week's  review. 

(THREE  MONTHS.) 
V.     ('four  WEEKS.) 

I        Enter  the  Erie  canal  and  take  Journey  Sixth,  pages  26, 
I    27  and  28,  and  Journey  Seventh,  pages  29,  30,  31  and  32. 

VI.     (ONE  WEEK.) 

Keturn  by  the  Erie  canal  to  the  Hudson  and  take  Journey 
Eighth,  pages  32  and  33. 

VII.     (ONE  WEEK.) 

Cross  Lake  Champlain  and  take  Journey  Ninth,  pages 
34  and  35. 

VIII.  (TWO  WEEKS.) 

Cross  the  St.  Lawrence  river  and  take  Jaur7iey  Twelfth, 
pages  46,  47,  48  and  49. 

IX.  (TWO  WEEKS.) 

Cross  the  continent  and  take  Journey   Tenth,  pages  36, 
37,  38  and  39. 

X.  (TWO   WEEKS.) 

^2^<^  Journey  Eleventh,  pages  40,  41,  42  and  43. 


-82- 


126  GEOGRAPHY, 


FIRST  GLOBE  LESSONS. 


(THREE  MONTHS.) 

1.  First  view  of  a  vessel  coming  in  from  sea.     2.  Circum- 
navigation of   the  earth.     3.  Apparent     shape     of     earth. 
4,  Real  shape.  6.  Idea  and  definition  of  a  sphere. 

6.  Idea,  definition,  and  nse  of  a  globe.    8.  Colors  of  globe. 

7.  Idea  and  definition  of  the  earth's  snrf  ace.  9.  Divisions  of 
surface — ^land  and  water.  10.  Proportion  of  laud  and  water. 
(Read  The  Atlantic  Ocean,  pages  65,  ^Q  and  67,  also  matter 
found  on  pages  103,  104,  105  and  106,  Journey  Book.) 
11.  Division  of  water — from  lake  teach  ocean.  12.  Names  of 
the  1^YQ  great  oceans — read  Journey,  13.  Divisions 
of  land — from  island  teach  continent.  14.  Names  of 
continent,  relative  size  and  position.  16.  Coast  : — 
{a)  gulf 5  (h)  bay,  (c)  sound,  {d)  strait,  {e)  channel,  if)  penin- 
sula, ig)  cape.  16,  Surface  of  a  continent: — {a)  hifijhlands, 
(1)  mountains,  (2)  plateau;  {h)  lowlands,  (1)  valley,  (2)  plain, 
17.  Circles; — {a)  equator,  (h)  tropics,  (c)  parallels,  (d)  poles, 
(^)  polar  circles.  18.  Latitude.  19.  Zones.  20.  Northern 
and  Southern  Hemispheres.  21.  Climate — general  idea. 
23.  Meridian — longitude.  23.  Eastern  and  Western 
Hemispheres.  24.  Show  that  climate  depends  on  latitude. 
25.  Journey  Thirteenth,  Journey  Book,  passes  50,  51,52. 
and  53. 


GEOGRAPHY.  127 


SECOND  SERIES. 


(FOUR   MONTHS.) 

r.~City  of  Aurora.  j 

1.  Definition  ob^  City; — Meaning  of   name; — when  and    1 

by  whom  iSrst  settled.  i 

2.  Advantages: — {a)    Railroads,    (b)    water    power,  (c)    \ 

stone-quarry,  (d)  brickyards.  | 

3.  Leading  Interests: — {a)   Railroad     machine    shops,    i 

(b)   Hoyt's     machine    shops,      (0)    silver  -  plating  i 

factory,    (d)   carriage   factories,     (e)     sash      and  i 

blind     factory,     {/)     woolen   mills,   (^)   flouring  | 

mills,  (h)  trade  in  grain  and  pork.  | 

4.  Populatiok.  [ 

5.  Goveenment. 

Write  a  composition  on  the  city  of  Aurora. 
Hang  up  map  of  county. 

II.— Township  of  Aurora. 

1.  Definition  of  a  Township. — (Size). 

2.  Cities  and  Villages. 

(a)  Aurora,  (already  studied): 

(b)  Montgomery: — 

(1)  Advantages; — (<^^«)Railroad,(J6)  water-power. 

(2)  Leading  Interests; — {aa)  Flouring  mills,  if)b\ 
sash  factory. 

(<?)  North  Aurora  : — 

(1)  Advantages ; — {aa)    Railroad,     (bb)    water- 
power. 


128  GEOGRAPHY. 


(2)  Leading  Jnterests; — {aa)  Foundry,  {hb)  mills, 
{cc)  cheese  factory. 

3.  Location  of  Township. 

III.— Kane  County. 

1.  Definition  of  a  County. 

Draw  map,  locating  other  townships  in  county. 

DIRECTIONS. 
!♦  Draw  an  oblong,  making  the  vertical  lines  35  inches  long,  and  the  horizontal 
lines  21  inches  long. 

2.  Make  points  dividing  the  vertical  lines  into  five  equal  parts. 

3.  Connect  corresponding  opposite  points. 

4.  Trisect  the  horizontal  lines. 

5.  Connect  corresponding  opposite  trisecting  points. 

6.  Upon  the  two  upper  horizontal  lines  and  their  extensions,  one  inch  to  the 
right  of  each  vertical  line  make  points  and  connect. 

7.  Extend  the  two  upper  horizontal  lines  to  the  vertical  line  last  made. 

8.  Erase  the  original  vertical  lines  which  come  between  the  upper  two  horizontal 
lines  ;  also  the  left  projecting  end  of  the  upper  horizontal  line. 

2.  Boundary  of  Aurora.    3.  County  Seat — ^why  so-called. 

4.  Important  Cities   and  Villages. 

{a)  Batavia: — 

(1)  Advantages : — (aa)  Railroads,  (bh)  water  power, 
{gg)  stone-quarry. 

(2)  Leading  Interests^ — {aa)  Paper  mill,  (bb)  wagon 
factories,  {cc)  windmill  factory,  {dd)  foundries, 
(ee)  pump  works. 

{b)  Geneva: — 

(1)  Advantages^ — (»«)  Railroads,  (bb)  water  power, 
{gg)  quarry. 

(2)  Leading  Interests-^ — (aa)  Flouring  mill,  (bb)  iron 
foundry. 

(c)  St.  Charles: — 

(1)  Advantages  \ — (dj«)  Railroads,  (bb)  water  power. 

(2)  Leading  Interests'^ — [aa)  Flouring  mills,(J5)  iron 
foundry,  {cc)  paper  mills  (brown  wrapping  paper.) 

{d)  Elgin: — 

(1)  Advantages-^ — {aa)  Railroads,(JJ)  water  power). 
Leading  Interests^ — {aa)    Flouring  mills,  (bb) 


GEOGRAPHY.  129 


woolen  mills,  {ec)  iron  works,  ((M)  watch  factory, 
(ee)  boot  and  shoe  factory,  {^)  agricultural 
works,  (p'^)  foundry,  (M)  milk-condensing  factory, 
(ii)  great  dairy  centre. 

(e)  Dundee: — 

(1)  Adva?ita(/es; — (aa)  Railroad,  (bb)  water  power, 
(cc)  brick  yards. 

(2)  Leading  Int€rmU\, — {au)  Two  flouring  mills, 
(bb)  iron-bolt  factory,  {cc)  woolen  mills,  {dd) 
sash  factory. 

Hang  map  of  Illinois  before  the  children. 
Locate  and  bound  Coimty. 

IV.    state  of  Illinois. 

1.  Definition  of  a  State. 
Have  pupils  draw  map  of  State. 

DIRECTIONS  FOR  DRAWING. 
I.  Draw  a  verMcal  line.  i. 

2.  Bisect  this  line  .and  trisect  the  upper  half,   calling  «ach   of    the   parts  one 
raeasvire,  [i  M.] 

3.  One  and  one-fourtii  M's  to  the  right  and  one  and  one-fourth  M's  to  the  left 
of  the  upper  end  of  i,  make  points, 

4.  Connect  these  points  by  the  horizontal  line,  A. 

5.  Two  and  one-1  alf  M's  oelow  A  make  a  point  in  i. 

6.  One  and  one-half  M's  to  the  right,  and  two  M's  to  the  left   of  this  point, 
make  points. 

7 .  Connect  these  points  by  the  horizontal  line  B. 

8.  Three  M's  below  B  make  a  point  in  u 

9.  A  little  less  than  one  M  to  the  right  of  this  point  make  a  point. 

10.  Connect  these  points  by  the  horizontal  line  C. 

11.  One  and  three-fourths  M's  above,  and  one  M  below  the  right  end  of  B 
make  points. 

12.  Connect  these  points  by  the  vertical  line  D. 

13.  Connect  the  left  ends  of  A  and  B;  the  left  end  of  B  with  the  lower  end  of 
I  ;  the  lower  end  of  i  with  the  right  end  of  C;  the  right  «nd  of  C  with  the 
lower  end  of  D,  and  the  upper  end  of  D  with  the  right  end  of  A. 

(Hang  up  map  of  Illinois.) 


130  (GEOGRAPHY. 


Cause  pupils  to  trace  the  courses  of  the  following  rivers: 
Rock,  Illinois,  Sangamon,  Fox,  DesPlaines,  Kankakee,  Kas- 
kaskiaj  Big  Muddy,  and  Little  Wabash.  Tell  into  what 
each  empties. 

Cause  pupils  to  locate  the  following  places:  Aurora, 
Chicago,  Elgin,  Rockford,  Gralena,  Rock  Island,  Moline, 
Galesbui-g,  Quincy,  Peoria,  Springfield,  Cairo,  Carbondale, 
Centralia,  Decatur,  Blcx)raington,  Peru,  LaSalle,  Ottawa, 
Champaign,  Joliet. 

Tell  for  what  these  places  are  noted. 

Locate  the  different  State  Institutions,  and  the  seat  of 
government. 

Give  definition  of  the  capital  of  state. 

Have  pupils  write  a  composition  on  the  City  of    Chicago. 

Have  pupils  locate  the  principal  railroads  in  the  state, 
giving  their  termini  and  the  principal  places  through  whi<jh 
they  pass. 

I.— Illinois  Central. 

1.  Main  Line: — 

{a)  TermAni; — (1)   Cairo,  (2)  Dunleith. 

{h)  FrinGijpal  Places; — (1)  Cai^-bondale,    (2)   Cen-    | 

tralia,  (3)  Decatur,  (4)  Blooraington,  (5)  LaSalle, 

(6)  Mendota,  (7)  Dixon,  (8)  Freeport,  (9)  Galena.    I 

i 

2,  Chicago  Branch  : —  i 

{a)  Termini; — (1)  Chicago,  (2)  Centralia. 
{b)  Principal  Places; — (1)  Kankakee,   (2)   Cham- 
paign. 

II.  Chicago  and  Northwestern. 

1.     Illinois  Division: — 
{a)  Galena  Bbanch; — 

(1)  Termini; — {aa)  Chicago,  (hh)  Galena. 

(2)  Principal  Places; — {aa)  Elgin,  {bh)  Belvidere, 
{gg)  Rockford,   {dd)  Freeport. 

(b)  Fulton  Branch  ; — 

(1)  Termini; — {aa)  Chicago,  (bb)  Fulton. 

(2)  Principal  Places; — {aa)  Dixon,   (bb)  Sterling. 


GEOGRAPHY.  131 


III.  Chicago,  Burlington  and  Quincy. 

(1)  Termini; — {a)    Chicago,    (b)    Burlington     and 
Quincy. 

(2)  Principal  Plctees; — {a)  Aurora,    {b)   Mendota, 
(g)  Galesburg,  {d)  Monmouth. 

IV.  Chicago,  Rock  Island  and  Pacific. 

(1)  Termini; — {a)  Chicago,  (b)  Rock  Island. 

(2)  Principal  Places; — (a)    Joliet,     {b)     Ottawa, 
{c)  LaSalle,  {d)  Peru,  (e)  Geneseo. 

V.  Alton  and  St.  Louis. 

{\)  Termini; — (t^)  Chicago,  (^)  St.  Louis. 

(2)  Principal    Places; — {a)     Joliet,     {b)    Pontiac, 
(6')  Bloomington,  (d)  Springfield,  {e)  Alton. 

VI.  Great  Western. 

(1)  Termini; — (a)  Quincy,  {b)  Toledo,  Ohio. 

(2)  Principal  Places;— (a)  Jacksonville,  (b)  Spring- 
field, (<r)  Decatur. 

VII.  Ohio  and  Mississippi. 

(1)     Termini'^ — (a)  St.  Louis,  {b)  Cincinnati,  Ohio. 
Have  pupils  bound  State. 

DlSTINGlJLSHmG    FEATUEES. 

I.  Surface: — Level   or    gently    undulating,    with    bluffs 
along  the  Mississippi  and  Ohio  rivers. 

II.  Advantages; — 

(1)  Water  communication  with  the  world  by  means  of 
the  Mississippi  river  and  the  Great  Lakes. 

(2)  A  great-net  work  of  railroads. 

(3)  Extensive  lead  mines  in  the  northwest. 


132  GEOGRAPHY. 

(4)  Very  valuable  coal  mines, 

(5)  A  mild  climate. 

(6)  Exceedingly  fertile  soil,  adapted  to  tlie  growth  of 
the  different  grains. 

III.     Leading  Interests: — 

{[)  Mijmufacturing \ — {cC)    Agricultural    implements, 
(J)  iron  castings,  {c)  steam  engines,  {d)  wagons  and 
carriages,   {e)  leather-boots  and  shoes,    (/*)   flour 
and  meal,  {g)  liquors,  (A)  glass,  {i)  zinc,  «tc. 
(^)  Minings — (a)  Lead,  (b)  coal. 

X3)  Farming \ —  {c)  Corn,  {d)  wl«jat,  {e)  o^,ts,  (/)  hay, 
{g)  potatoes,  (A)  fruit,  (i)  wool  and  butter,  {j)  beef 
and  pork. 
Illinois  produces  the  most  wheat  and  corn  of  any  State 
in  the  Union. 

It  is  the  second  manufacturing  state  west  of  the  Allegha- 
ny Mountains,  and  one  of  the  largest  in  the  United  States. 
Its  lead  mines  are  among  the  most  productive  known. 

(tHREE    MONTHS.) 

Have  pupils  draw  maps  of  Wisconsin,  Indiana,  Missouri, 
and  Iowa;  locate  some  of  the  principal  cities,  and  trace  a 
few  of  the  principal  rivers  and  trunk  railroads. 

Study  briefly  the  distinguishing  features  of  these  States 
under  the  heads  of  Surface^  Advantages^  and  Leading 
Interests. 


WISCONSIN. 

I.  Cities.  I 

(1)  Milwaukee,  (2)  Fond  du  Lac,  (3)  Oshkosh,  (2)  La  Crosse,    \ 
(5)  Janesville,  (6)  Madison.  i 

II.  Rivers. 

(1)  St.  Croix,  (2)  Wisconsin,  (3)  Wolf,  (4)  Fox. 

.\ 


GEOGRAPHY.  133 


III.  Railroads. 

1.  Chicago   and  North  Western,  Wisconsin   Division,  (2) 
Milwaukee  and  St.  Paul. 

CONSTRUCTION    LINES    FOR  MAP. 

1.  Make  a  vertical  line  i  and  divide  it  into  5  equal  parts  calling  each  M. 

2.  2  M's  to   the  left   of  the  upper  end  of   i   make    a  point  and  draw    the 
horizontal  line  A . 

3.  2  M's  below  A  make  a  point  in  the  vertical  line  i. 

4.  A  little  less  than   2>^  M's  to  the  left,  and   2  M's  to  the  right  make  points 
and  connect  by  the  horizontal  line  B. 

5.  %  of  an  M  to  the  left,  and  2  M's  to  the  right  of  the  lower  end  of   i   make 
points  and  connect  by  the  horizontal  line  C. 

6.  Bisect  A  and  make  a  point  ^  of  an  M  above  the  right  end  of  B. 

7.  Connect  the  bisecting  point   in   A  with  the  point  last  made. 

8.  Connect  the  last  point  made  with  the  right  end  of  C. 

9.  Connect  the  left  ends  of  A  and  B,  and  the   left  ends  of  B  and  C. 


INDIANA. 

I.  Cities. 

(1)  Ft.  Wayne,  (2)  Logansport,  (3)  Indianapolis,  (4)  Terre 
Haute,  (5)  Yincennes,  (6)  Evansville. 

II.  Rivers. 

(1)  Wabash,  (2)  White. 

III.  Railroads. 

(1)  Michigan  Central,  (2)  Lake  Shore  and  Michigan  South- 
ern, (3)  Pittsburg  and  Fort  Wayne,  (4)  Great  Western, 
(5)  Ohio  and  Mississippi. 

CONSTRUCTION  LINES  FOR  MAP. 

1.  Draw  a  vertical  line  i  and  divide  it  into  4  equal  parts,  calling  each  part  M. 

2.  A  little  over  one  M  to  the  right,  and  left  of  the  upper  end  of  i  make  points, 
and  connect  by  the  horizontal  line  A. 

3.  2 14^  M's  below  the  right  end  of  A  make  a  point   and  connect  by  the  ver- 
tical line  2. 

4.  At  the  left  end  of  A  draw  the  vertical  line  3  corresponding  to  I. 

5.  Connect  the  lower  ends  of  i  and  2,  and  i  and  3. 


134  GEOGRAPHY. 


MISSOURI. 

I.  Cities. 

(1)  St.  Louis,  (2)  Hannibal  ,(3)  St.  Joseph,  (4)  Kansas  City, 
(5)  Jefferson  City. 

II.  Rivers. 

(1)  Missouri,  (2)  Grand,  (3)  Osage. 

III.  Railroads. 

(1)  Hannibal  and  St.  Joseph,  (2)  Kansas  Pacific. 

CONSTRUCTION  LINES  FOR  MAP. 

I.  Draw  a  vertical  line  i  and  divide  it  into  four  equal  parts,  calling  each  part 
M. 

2..  xYz  M's  to  the  right,  and  left  of  the  upper  end  of  i  make  points  and  con- 
nect by  the  horizontal  line  A. 

3.  ^  of  an  M  to  the  left,  and  3X  M's  to  the  right  of  the  lower  end  of  i 
make  points,  and  connect  with  the  horizontal  line  B. 

4.  ^Yz  M's  above  the  left  end  of  B  make  a  point,  and  connect  this  point  with 
the  left  ends  of  A  "and  B. 

5.  Connect  the  right  ends  of  A  and  B . 

6.  Make  a  square  having  each  side  ^  M  on  the  lower  side,  and  at  the  right 
end  of  B. 


IOWA. 

I.  Cities. 

(1)  Dubuque,  (2)  Clinton,  (3)  Davenport,  (4)  Burlington, 
(5)  Cedar  Kapids,  (6)  Council  Bluffs. 

II.  Rivers. 

(1)  Cedar,  (2)  Des  Moines. 

II.  Railroads. 

(1)  Burlington  and  Missouri,  (2)  Chicago  and  North  West- 
ern (3)  Chicago,  Eock  Island  and  Pacific. 

CONSTRUCTION  LINES  FOR  MAP. 
I.  Draw  a  vertical  line  i  and  Trisect,  calling  each  part  M. 


GEOGRAPHY.  135 


2.  2  M's  to  the  left,  and  right  of  the  upper  end  of  i  make  points  and  con- 
nect by  the  horizontal  line  A . 

2-1/4  M's  to  the  left,  and  2  M's  to  the  right  of  the  lower  end  of  i  make 
points  and  connect  the  horizontal  line  B. 

4.  Connect  the  left  ends  of  A  and  B. 

5.  Bisect  I,  and  3  M's  to  the  right  of  this  point  make  a  point. 

6.  Connect  this  point  with  the  right  ends  of  A  and  B. 


THE  [UNITED  STATES. 


(THREE     MONTHS.) 


I.  Position. 

II.  Size. 

III.  IS'atural  Divisions. 

lY.  Population. 

Y.  Government. 

YI.  Political  Divisions. 

Yll.  Important  Pontes  of  Travel. 

I.  Position. 

1.  Absolute: — (a)  Latitude;  (h)  Longitude. 

2.  Relative: — {a)  Boundary. 

II.  Size. 

1.  Length  and  Breadth. 

2.  Area. 

III.  Natural  Divisions. 

1.  Pacific  Highlands  : — (a^)  Position;  (J)  extent;  (c)  sur- 
face,— (1)  Mountains — Rocky,  Sierra  Kevada, — (2)  Pla- 
teaus— Green  River  Plateau,  Utah  Basin,  Colorado 
Plateau,  Columbia  Plateau; — (3)  Plains — Coast  Plains 
Yalleys, — (4)  Waters —  (aa)  Rivers — Columbia,  Green, 
Sacramento,  Rio  Gila,  Colorado,  Humboldt,  San  Joa- 
quin,— (jbb)  Lakes — Great  Salt  Lake. 


136  GEOGRAPHY. 


2.  Atlantic  Highlands  : — {a)  Position  ;  (b)  extent ;  (c) 
Surface, —  (1)  Mountains — White,  Green,  Adirondacks, 
Blue  Eidge,  Alleghany,  Cumberland, —  (2)  Plateau, — 
Eastern,  Western,—  (3)  Plains — Coast  Plains,  Yalleys, — 
(4)  Waters, —  (aa)  Kivers — St.  Lawrence,  Penobscot, 
Kennebec,  Merrimac,  Connecticut,  Hudson,  Delaware, 
Potomac,  James,  Poanoke,  St.  John's,  Savannah,  Al- 
tamaha,  Alabama, — (bb)  Lakes — Ontario,  Erie. 

3.  Central  Plain: — (a)  Position ;  (b)  extent;  (c)  surface, — 
(1)  One  Great  Plain,— (2)  waters,  (aa) Rivers— Missis- 
sippi, Pock,  Illinois,  Tennessee,  Ped,  Arkansas,  Mis- 
souri, Ohio, — (bb)  Lakes — Michigan,  Superior. 

IV.  Population. 

(a)  I^umber,  (b)  ^Nationality,  {c)  Distribution,  (d)  Charac- 
ter, (e)  Chief  Occupations: — (l)  mining,  (2)  agriculture, 
(3)  manufacturing,  (4)  commerce,  (5)  lumbering,  (6) 
grazing,  (7)  fishing. 

V.  Government. 

VI.  Political   Divisions— W  States,  (b)  Territories. 

REPRESENTATIVE  STATES. 

Teach  each  of  the  following  named  States  according  to 
the  plan  suggested  below. 

1.     California.  2.     Massachusetts. 

3.     Louisiana.  4.     Maine. 

5.     Texas.  6.     New  York. 

PLAN  OF  STUDY. 

1.  Location, — absolute  and  relative. 

2.  Physical  Characteristics, — surface,  climate. 

3.  Advantages.     4.  Leading  interests.     5.  Cities. 

6.  Relative    importance    with    respect   to   area,  popula- 
tion, commercial  interests. 


GEOGRAPHY.  13  7 


SET7-:E^T1'XI    C3-I^-<^IDE. 


NORTH  AMERICA. 


(FOUR    MONTHS. 

I.  Position. 

II.  Size. 

III.  Form. 

IV.  Natural  Divisions. 
V.  Coast. 

VI.  Climatic  Divisions. 
VII.  Political  Divisions. 
VIII.     Important  Routes  of  Travel. 

I.  Position. 

1.  Absolute: — (a)  Latitude,  (h)  Longitude. 

2.  Relative: — (a)  Boundary. 

II.  Size. 

1.  Length  and  Breadth. 

2.  Area. 

III.  Form. 

(Draw  Map — feee  Gu jot's   Common    School   Geography). 

IV.  Natural  Divisions. 

1.  Western  Highland : — (a)  Position;  (h)  Extent;  (c)  Sur- 
face,— (1)  Mountains — Rocky,  SierraKevada,  Cascade, — 
(2)  Plateaus — Alaska,  Utah  Basin,  Colorado  Plateau, 
Columbia  Plateau,  Green  River  Plateau,  Mexico,  Cen- 
tral America, — (3)  Plains — Coast  Plains,  Valleys, — 
(4)  Waters, —  («^«)  Rivers — Yukon,  Columbia,  Colorado, 
Rio  Gila,  Frazier,    Sacramento,    Sources   of   rivers   of 

—36— 


138  GEOGRAPHY. 


Middle  Plain,— (5J)  Lakes — Great  Salt  Lake,    Smaller 
salt  lakes. 

2.  Easteen  Highlands: — {a)  Position;  {b)  Extent;  (c)  Sur- 
face,— (1)  Mountains — White,  Green,  Adirondacks,  Blue 
Ridge,  Alleghany,  Cumberland,— (2)  Plateaus-Labrador, 
Heighth  of  Land,  Eastern  and  Western  Slopes, — (3) 
Plains — Coast  Plains, Yalleys, — (4) Waters, — ((3^<2)St.Law- 
rence  System, — {aaa)  Riveis — St.  Lawrence,  Ottawa, — 
(bhh)  Lakes — Superior,  Michigan,  Huron,  Erie,  On- 
tario,—  (bb)  Atlantic  System, — (See  outline  U.  S.) 

3.  Middle  Plains  : — (a)  Position ;  ib)  Extent ;  {c)  Surface, — 
(1)  Plains — Great  Northern  Plain,  Hudson  Bay  Plain, 
Mississippi  Yalley, — (2)  Waters, — {aa)  Mackenzie  Sys- 
tem,— {aaa)  Rivers  —  Mackenzie,  Athabasca, — (bbb) 
Lakes — Deer,  Bear,  Slave, — {bb)  Hudson  Bay  System, — 
{aaa)  Rivers — Nelson,  Churchill, — {bbb)  Lakes — Winni- 
peg,— {cc)  Mississippi  System, — {aaa)  Rivers — Missis- 
sippi, Ohio,  niinois,  Missouri,  Tennessee,  Arkansas. 

.  Coast. 

1.  Northern  Coast: — {a)  Character;    {b)  Indentations,—-^ 
Hudson  Bay,  Baffin's  Bay;  {c)  Projections, — (6i^«)  Pe- 
ninsulas— Boothia,  Melville,    Labrador,-— (JJ)   Capes — 
Barrow,  Bathurst,  Chudleigh ;  {d)  Islands — Arctic  Arch- 
ipelago, Iceland,  Greenland. 

2.  Eastern  Coast: — {a)  Character;  (b)  Indentations, — 
(fl^a)Gulfs — St.  Lawrence,  Mexico, — {bb)  Bays — Chaleurs, 
Massachusetts,  Delaware,  Chesapeake, — {cc)  Sounds — 
Long  Island,  Albemarle;  {c)  Projections, — {aa)  Penin- 
sulas— Florida,  Yucatan, — {bb)  Capes — Cod,  Charles, 
Henry,  Hatteras,  Henlopen,  Sable,  Catoche ;  {d) 
Islands, — New  Foundland,  Long,  Bahama,  West  Indies. 

3.  Western  Coast: — {a)  Character ;(5)  Indentations,- — 
Gulf  of  California;  {c)  Projections, — {aa)  Peninsu- 
las— Alaska,  Aliaska,  Kenai,  Lower  California, — {bb) 
Capes — Flattery,  Mendocino,  San  Lucas ;  {d)  Islands, — 
Santa  Barbara.  t 


GEOGRAPHY.  139 

VI.  Climatic  Divisions. 

1.  Cold  Region: — {a)  Location;  (b)  climate;  (c)  plants; 
(d)  animals. 

2.  Temperate  Region: — (a)  Location;  (b)  climate;  {c) 
plants;  (d)  animals. 

3.  Warm  Region: — (a)  Location;  (J) climate ;  (c)  plants; 
{d)  animals. 

VII.  Political  Divisions. 

1.  British  America  : — (a)  Position;  (^Extent;  ((j)  Divis- 
ions,— (aa)  Northwest  Territory,  (bb)  INew  Fouiidland, 
{cg}  Canada, — (1)  Divisions — Manitoba,  Ontario,  Que- 
bec, New  Brunswick,  Nova  Scotia,  Prince  Edward's 
Isle, —  (2)  Government, — (3)  People  —  Esquimaux, 
Whites, — (4)  Cities — Ottawa,  Montreal,  Quebec,  To- 
ronto. 

2.  United  States: — (See  Outline  of  U.  S.)    (Review.) 

3.  Mexico: — (a)  Position;  (b)  Character  of  People;  (c)  Oc- 
cupations,— (1)  Agriculture,  (2)  Mining;  (d)  Produc- 
tions,—(1)  Tropi(;al  fruits,  (2)  Sugar,  (3)  Indigo,  (4)  Cof- 
fee, (5)  Silver,  (6)  Mercury;  (e)  Government  ;  {/) 
Cities — Mexico,  Puebla,  Acapulco,  Yera  Cruz. 

4.  Central  America  : — (a)  Position. 


EUROPE. 


(THREE  MONTHS.) 


I.  Position. 

JI.  Size, 

lil.  Form. 

IV.  Natural  Divisions. 


140  GEOGRAPHY. 


V.     Coast. 
YI.     Political  Divisions. 
YII.     Kaiik  amoiio:  the  Continents. 

I.  Position. 

1.  Absolute: — (a)  Latitude;  Longitude. 

2.  Relative: — (a)  Boundary. 

II.  Size. 

1.  Length  and  Breadth. 

2.  Area. 

III.  Form. 

(Draw  map — See  Guyot's  Common  Sc'hool  Geography.) 

IV.  Natural  Divisions. 

1.  High  Europe  : — (a)  Position ;  (b)  Extent ;  (c)  Surface, — 

(1)  Mountains- Alps,  Apennines,  Pyrenees,  Carpathian,- 

(2)  Plateaus — German  Highlands,  Basin  of  Bohemia, 
Plateau    of    Transylvania,     Table-land     of    Spain, — 

(3)  Plains — of   France,  of  North  Sea,  of   Lombardy,— 

(4)  Waters, — (aa)  Elvers— Rhone,  Rhine,  S'oane,  Loire, 
Seine,  Elbe,  Weser,  Oder,  Po,  Danube,  Ebro,  Garonne,— 
(hh)  Lakes — Constance,  Geneva,  Garda. 

2.  Low  Europe: — (fl^)  Position;  (^)  Extent;  (<?)  Surface, — 

(1)  Mountains — ^Ural,         Caucasus,      Scandinavian, — 

(2)  Plateaus— Scandinavian  Highlands,— (3)  Plains — 
Plains  of  Scandinavia,  Great  Russian  Plain, — 
(4)  Waters,— («a) Caspian  System,— (aaa) Rivers— Volga, 
Ural, — (555)  Lakes — Caspian  Sea,— (55)  Black  Sea  Sys- 
tem,— (aaa)  Rivers— Don,  Dnieper, — (555)  Lakes — Black 
Sea,  Azov  Sea,— (cc)  Baltic  System, — (aaa)  Rivers — 
Duna,  Nieman,— (555)  Lakes — Onega,  Ladoga, — (dd)  Arc- 
tic System, — (aaa)  Rivers — Dwina,  Petchora. 

V.  Coast. 

1.  Southern  Coast: — (a)  Character;  (5)  Indentations, — 
Aegean  Sea,  Adriatic  Sea,  Gulf  of  Genoa,  Gulf  of 
Lyons;    (c)   Projections, — Hellenic     Peninsula,     Italy 


GEOGRAPHY.  141 


Spain ;     {d)    Islands — Grecian     Archipelago,     Crete, 
Corsica,  Sardinia,  Sicil}',  Balearic  Isles. 

2.  Western  Coast: — {a)  Character;  {h)  Indentations — 
Bay  of  Biscay,  English  Channel,  N^orth  Sea,  Skager 
Rack ;  (c)  Projections — Bretagne,  Denmark,  Scandi- 
navia; {d)  Islands — British  Isles,  Shetland. 

3.  Northern  Coast: — {a)  Character;  {h)  Indentations — 
White  Sea. 

VI.  Political  Divisions. 

1.     Monarchies.     2.     Republics. 

VII.  Rank  Among  the  Continents. 

1.  As  TO  Size. 

2.  As  TO  Civilization. 

REPRESENTATIVE  NATIONS. 

I.  British  Isles. 

1.  Position: — (a)  Absolute;  (h)  Relative. 

2.  Divisions: — {a)  England;  (b)  Wales;  (6')  Scotland; 
{d)  Ireland. 

3.  Climate. 

4.  People  : — (<a^)Occupations — (1)  mining,  (2)  manufactur- 
ing, (3)  commerce;  (h)  Productions — (1)  coal,  (2)  iron, 
(3)  tin,  (4)  cotton  goods,  (5)  woolen  goods,  (6)  hard- 
ware and  cutlery;  {c)  Government;  {d)  Religion. 

5.  Cities: — (<3^)  London  ;  (^)  Liverpool;  {c)  Manchester; 
{d)  Edinburgh;  {e)  Glasgow  ;  (/)  Dublin  ;  {g)  Belfast. 

II.  France. 

1.  Position. — {a)  Absolute  ;  {h)  Relative. 

2.  Climate. 

3.  People:— («)  Occupations — ( 1 )  agriculture,  (2)  manu- 
facturing, (3)  commerce  ;  {b)  Productions — (1)  grains, 
(2)  flax,  (3)  grapes,  (4)  mulberry,  (5)  olive,  (6)  beet, 
(7)   lace   and   silks,    (8)  woolen    goods,    (9)    cutlery, 


142  GEOGRAPHY. 


sugar;  (c)  Government;  {d)  Religion. 
4.     Cities: — (a)  Paris;  (h)  Lyons;  (c) Marseilles ;  (d)  Brest; 
(e)  Havre. 

III.  German  Empire. 

1.  Position  : — (a)  Absolute ;  (h)  Relative. 

2.  Divisions. 

3.  Climate. 

4.  People  : — (a)  Occupations — (1)  agriculture,  (2)  mining, 
(3)  grazing,  (4)  manufacturing,  (5)  commerce;  (b)  Pro- 
ductions— (1)  grains,  (2)  tobacco,  (3)  grapes,  (4)  live 
stock,  (5)  wool,  (6)  coal,  (7)  iron,  (8)  lead,  (9)  copper, 
(10)  zinc;  (c)  Government;  (d)  Religion. 

5.  Cities: — (a)  Berlin;  (b)  Hamburg;  (c)  Munich;  {d) 
Dresden;  (e)  Bremen;  (/)  Strasburg. 

IV.  Russia. 

1.  Position: — (a)  Absolute  ;  (b)  Relative. 

2.  Climate. 

3.  People: — (a)  Character;  (b)  Occupations — (I)  manu- 
facturing, (2)  agriculture,  (3)  grazing,  (4)  lumbering, 
(5)  fishing,  (6)  commerce;  (c)  Productions — (1)  wheat, 
(2)  flax,  (3)  hemp,  (4)  iron,  (5)  gold,  (6)  salt,  (7)  plati- 
num, (8)  linen  and  woolen  goods,  (9)  candles,  (10)  leath- 
er, (11)  live  stock,  (12)  wool,  (13)  beef,  ^14)  tallow, 
(15)  hides;  (d)  Government ;  (e)  Religion. 

4.  Cities: — (a)  St.  Petersburg;  (b)  Riga;  (c)  Odessa; 
(d)  Moscow  ;  (e)  Nijni  Novgorod;   {/)  Warsaw. 


ASIA. 

(THREE  MONTHS.) 

I. 

Position. 

II. 

Size. 

ni. 

Form. 

IV. 

Natural  Divisions. 

V. 

Coast. 

VI. 

Political  Divisions. 

GEOGRAPHY.  143 


I.  Position. 

1.  Absolute: —(«)  Latitude;  (h)  Longitude. 

2.  Relative — Boundary. 

II.  Size. 

1.     Comparative. 

III.  Form. 

(Draw  map.  See  Guyot's  Common  School  Geography.) 

IV.  Natural  Divisions. 

1 .  Central  Highlands  : — {a)  Position ;  (h)  Extent ;  (c)  Sur- 
face,— (1)  Mountains — Himalaya,  Altai,  (2)  Plateaus — 
Thibet,  China  Desert,  Plateau  of  Siberia,  Table-land 
of  Iran,  (3)  Lowlands — Few  Valleys,  (4)  Waters — 
Sources  of  all  the  great  rivers  of  Asia,  a  few  small 
mountain  lakes. 

2.  Border  Plains: — (a)  Position  ;  {b)  Extent;  (c)  Surface, 
— (1)  Plains— of  Hindostan,  of  Indo-China,  of  Coast, 
along  lower  courses  of  great  rivers,  The  Great  Tun- 
dras, (  2  )  Waters, — (aa)  Rivers — (aaa)  of  South — 
Tigris,  Euphrates,  Indus,  Ganges,  (bhb)  of  East — 
Hoang-Ho,  Amoor,  Yang-tse-Kiang,  (cec)  of  North — 
Lena,  Obi,  Yenisei, — (bb)  Lakes — Baikal,  Balkhash, 
Tengri  Nor,  Yan,  Aral  Sea,  Dead  Sea. 

V.  Coast. 

1.  Southern  Coast: — (a^)  Character  ;  (b)  Indentations — 
Persian  Gulf,  Arabian  Sea,  Bay  of  Bengal,  South 
China  Sea ;  (c)  Projections — Peninsula  of  Hindostan, 
Peninsula  of  Indo-China,  Malay  Peninsula ;  {d) 
Islands — Ceylon,  Borneo,  Java,  Sumatra,  Philippine. 

2.  Eastern  Coast: — (a)  Character;  (b)  Indentations — 
Okhotsk  Sea,  Japan  Sea,  Yellow  Sea ;  (c)  Projections — 
Corea,  Kamchatka;  (d)  Islands— Formosa,  Japan, 
Saghalien. 

4.  Northern  Coast  : — (a)  Character ;  (b)  Islands — Nova 
Zembla,  New  Siberia. 


144  GEOGRAPHY. 


VI.  Political  Divisions. 

REPRESENTATIVE  NATIONS. 

Study  the  Chinese  Empire    and   the    Japanese   Empire 
according  to  plans  already  familiar. 


Eics-iz'm  o-i^-A-iDE. 


SOUTH  AMERICA. 


(TWO  MONTHS.) 


I.  Position. 

II.  Size. 

III.  Form. 

lY.  Natural  Divisions. 

Y.  Coast. 

YI.  Climatic  Divisions. 

YII.  People. 

YIII.  Political  Divisions. 

I.  Position. 

1.  Absolute : — (a)  Latitude;  (h)  Longitude. 

2.  Relative: — Boundary. 

II.  Size. 

1.  Comparative. 

III.  Form. 

(Draw  map.     See  Guyot's  Common  School  Geography.) 

IV.  Natural  Divisions. 

1.  Andes  Highlands: — (t»)  Position;  (J)  Extent;  {c)  Sur- 
face,— (1)  Mountains — Double  range  of  Andes,  (2) 
Plateaus  —  Summit    of     Andes,    Table-land    between 


GEOGRAPHY.  145 


ranges,  (3)  Lowlands — Yallejs  and  Slopes,  (4)  AYaters — 
Sources  of  Rivers,  Mountain  Lakes. 

2.  Eastern  Highlands: — (a)  Position  ;  (b)  Extent;  (c)  Snr- 
face, — (1)  Mountains — Brazilian,  (2)  Plateaus — Brazil, 
Guiana,  (3)  Plains — Coast  Plains,  Yalleys,  (4)  Waters — 
Rivers — Parana,  Tapajos,  Xingo,  San  Francisco,  To- 
cantine. 

3.  Central  Depression: — (a)  Location;  (^)  Extent;  (6')  Sur- 
face,— (1)  One  Great  Central  Plain,  (2)  Waters — 
(aa)  Amazon  System,  (5^)  LaPlata  System,  (cc)  Orinoco 
System. 

V.  Coast 

1.  Northern  Coast: — (a)  Character;  (b)  Indentations — 
Gulf  of  Darien,  Gulf  otYenezuela;  (c)  Projections — 
Cape  Gallinas  ;  (d)  Islands — Margarita,  Trinidad. 

2.  Eastern  Coast: — (a)  Character;  (b)  Indentations — Bay 
of  All  Saints,  Gulf  of  Matias;  (c)  Projections — Cape 
Frio,  Cape  Horn;  (d)  Islands — Marajo,  Falkland, 
Magellan. 

3.  Western  Coast: — (a)  Character;  (b)  Indentations — Gulf 
of  Arica;  (g)  Projections — Cape  Aguja;  (d)  Islands — 
Galapagos. 

VI.  Climatic  Divisions. 

1.  Warm  Regions: — (a)  Location;  (b)  Extent;  (c)  Yegeta- 
tion, — (1)  Of  Selvas — palm,  tree-fern,  banana,  fig,  locust^ 
mahogany,  rosewood,  vanilla,  coca,  medicinal  plants,  (2) 
Of  Llanos — rank  grass,  flowering  plants ;  (d)  Animals. 

2.  Temperate  Eegion: — (a)  Location;  (b)  Extent;  (c)  Yeg- 
etation, —  Of  pampas — tall  grass,  clover,  gigantic 
thistle,  prickly  bushes;  (d)  Animals. 

3.  Cold  Kegion:— ((2)  Location  ;  (b)  Extent;  (c)  Yegetation  ; 
(d)  Animals. 

4.  Slopes  of  the  Andes: — (a)  Extent;  {b)  Climate;  (c)  Ani- 
mals. 

VII.  People. 

1.  Natives: — Indians. 

-37- 


146  GEOGRAPHY. 


2.  Whites:— (a)  Dutch;  (b)  Fi^ench;  {c)  English;  (d)  Span- 
ish;  (^)  Portuguese. 

VIII.  Political  Divisions. 

REPRESENTATIVE  NATIONS. 

Study    Brazil    and     Peru    according    to    plans    already 
familiar. 


AFRICA. 


(ONE  MONTH,) 


I.  Position.  ^ 

II.  Size. 

III.  Form. 

lY.  Natural  Divisions. 

y.  Coast. 

YI.  Climatic  Divisions. 

YII.  People. 

YIII.  Religions.  ^ 

IX.  Political  Divisions. 

I.  Position. 

1.  Absolute: — (a)  Latitude;  (b)  Longitude. 

2.  Relative: — Boundary. 

II.  Size. 

1.  Comparative. 

III.  Form. 

(Draw  Map.     See  Guyot's  Common   School  Geography.) 

IV.  Natural  Divisions. 

1.  IS'oETHEEN  Plateau  : — {a)  Position ;  (b)  Extent ;  (c)  Sur- 
face,— (1)    Mountains  —  Atlas,    Kong,     (2)    Plateaus, 


GEOGRAPHY.  147 


Atlas  Highlands,  Kong  Highlands,  Sahara,  Nubia, 
(3)  Waters — {aa)  Sources  of  Coast  Rivers,  (bh)  Lake 
Tchad. 

2.  Southern  Plateau: — (a)  Position;  (5)  Extent;  (c)  Sur- 
face,— (1)  Mountains — Cameron,  Blue,  Crystal,  (2) 
Plateaus — Interior,  Abyssinia. 

3.  Border  Plains: — {a)  Location;  {b)  Extent;  (c)  Sur- 
face,— (1)  Plains— along  the  coasts,  along  courses  of 
rivers,  (2)  Waters — Rivers— Kile,  Niger,  Umbre,  Wam- 
bre.  Orange,  Dori,  Jub,  Zambesi,  Haines,  Senegal, 
Gambia. 

V.  Coast. 

1.  Northern  Coast: — {a)  Character;  {h)  Indentations — 
Gulf  of  Cabes,  Gulf  of  Sidra;  {c)  Projections — Cape 
Bon,  Cape  Sem. 

2.  Eastern  Coast: — {a)  Character;  {b)  Indentations — 
Gulf  of  Aden,  Sofala  Bay,  Mozambique  Channel ; 
(c)  Projections — Cape  Guardafui,  Cape  Agulhas  ,  {d) 
Islands — Zanzibar,  Madagascar. 

3.  Western  Coast  : — {a)  Character  ;  (b)  Indentations — 
Bight  of  Biafra,  Gulf  of  Guinea ;  {c)  Projections — Cape 
of  Good  Hope,  Cape  Frio,  Cape  Verd,  Cape  Blanco, 
Cape  Spartel. 

VI.  Climatic  Divisions. 

1.  Tropical  Africa: — (a)  Location;  {b)  Extent;  {c)  Divis- 
ions as  to  soil — Desert,  Fertile  Region. 

2.  Temperate  Africa: — (a)  Position;  (b)  Extent;  {g)  Cli- 
mate; {d)  Vegetation  ;  {e)  Animals. 

VII.  People. 

I.Negroes: — («^)  Where  found;  (b)  Character;  (c)  Occu- 
pations. 

2.  Whites: — {a)  Berbers;  (b)  Arabs  ;  (c)  Moors. 

3.  Kaffirs.  4.  Hottentots. 

VIII.  Religions. 

1.  Pagan.     2.  Mohammedan.     3.  Christian. 

IX.  Political  Divisions. 


148  GEOGRAPHY. 


AUSTRALIA. 


(ONE  MONTH.) 


I.  Position. 

II.  Size. 

III.  Form. 

lY.  N'atiiral  Divisions. 

Y.  (Joast. 

YI.  Climate. 

Yll.  Yegetation. 

YIII.  Animals. 

IX.  People. 

X.  Colonies. 

I.  Position. 

1.  Absolute; — {a)  Latitude;  (h)  Longitude. 

2.  Eelative: — Boundary. 

II.  Size. 

1.  Comparative. 

III.  Form. 

(Draw  Map.     See  Guyot's  Common  School  Geography.) 

IV.  Natural  Divisions. 

1.  Eastern  Sw^ell  : — (a)  Extent;  (b)  Character;  (c)  Waters— 
Murray  River,  Darling  Kiver. 

2.  "Western    Svtell; — (a)    Extent;     (b)    Character;    (c) 
Waters — Swan  River,  Gascoyne  River. 

3.  Central   Depression; — (a)    Extent;    (h)    Character; 
(c)  Waters — Cooper  River,  Lake  Torrens,  Lake  Eyre. 


GEOGRAPHY.  149 


V.  Coast. 

1.  IS'oKTHERN  Coast: — {a)  Character;  {h)  Indentations, — 
Gulf  of  Carpentaria,  Cambridge  Gulf;  (c)  Projec- 
tions,— ]^orth  Australia,  Yoi'k,  Cobrv,  Cape  York,  Cape 
Londonderry. 

2.  Eastern  Coast: — (a)  Character. 

3.  Southern  Coast:— (<:^)  Character;  (b)  Indentations, — 
Spencer  Gulf,  St.  Vincent  Gulf,  Encounter  Bay,  Aus- 
tralian Bight;  (6')Projections,— Cape  Wilson,  Cape  Catas- 
trophe. 

4.  Western  Coast: — (a)  Character. 

VI.  Climate. 

Warm  temperate  with  wet  and  dry  seasons. 

VII.  Vegetation. 

VIII.  Animals. 

IX.  People 

1.  Blacks: — {a)  Savage. 

2.  Whites: — {a)  Occupations, — (1)  agriculture,  (2)  grazing, 
(3)  mining;  {h)  Productions, — (1)  gold,  (2)  copper, 
(3)  lead. 

3.  Cities. 

X.  Colonies. 


SECOND  GLOBE  LESSONS, 

PHYSICAL    GEOGRAPHY. 

(THREE  MONTHS.) 
I.     The  relation   of   the    earth   to    the    sun    and   other 
heavenly  bodies. 
II.     Bodies  composing  the   Solar   System, — (1)    Relative 

Position,  (2)  Relative  Size. 
III.     Movements   of  bodies  in   Solar  System,- (1 )  Axial, 

(2)  Orbital. 
ly.     Effect  of  movements. 
y.     Circles. 


150  GEOGRAPHY. 


THE  EARTH.  j 

I.  Land.  ; 

1.  Distribution:- — JSTorthern,  Southern,  Eastern  and  West-  i 
ern  Worlds.  } 

2.  STRUCTuiiE  OF  CONTINENTS  I — («')  Primary  Highlands ;  (h) ' 
Secondary  Highlands ;  (c)  Central  Depressions.  j 

3.  Islands  ; — {a)    Continental,  —  manner    of    formation;  i 
(h)    Oceanic —  manner    of    formation, —   (1)    volcanic, 

(2)  coral.  ' 

4.  Disturbances: — (a)  Volcanoes, — (1)  causes,,  (2)  results,  : 

(3)  relative    position;     (h)     Earthquakes, — (1)    cause, 
(2)  kinds,  (3)  distribution.  | 

II.  Water.  I 

1.  Continental  Waters: — (a)  Kivers, — (1)  cause,  (2)  ero- 
sion, [3)  deposit,  (4)  relation  to  land  structure  (Review 
the  river  systems  of  the  several  continents) ;  (b), — 
Lakes, — (1)  kinds — mountain  lakes,  lakes  in  plains,  salt 
lakes, — (2)   geographical  distribution. 

2.  Oceanic  Waters: — (a)  Ocean  Basins — (1)  form,  (2)  size; 
(h)  Oceanic  movements — (1)  waves — cause,  (2)  tides — 
cause,  (3)   Marine   currents — polar,  equatorial,  return. 

Cause  and  directions  of  the  different  currents. 
Influence  of  the  different  currents  on  adjoining  land. 

III.  Atmosphere. 

1.  Relation  to  Other  Elements. 

2.  Properties. 

3.  Causes  of  Changes  of  Seasons: —  (a)  Motions  of  the 
earth;  (b)  Relation  of  the  earth  to  the  sun. 

Causes  of    Differences    of  Climate   in  Places  Having 
same  Latitude  : — Mountains,  oceans,  winds,  marine  cur- 
rents, altitude. 
(Review  position,   climate,   natural  resources,  and    the 
occupations  of  the  different  Representative  States  and  Na- 
tions given  in  the  Continents.     Make  comparisons  and  give 
reasons  for  differences  found.) 


GEOGRAPHY.  151 


5.  Disturbances: — (a)  Winds — (constant,  periodical,  varia- 
ble; {b)  Revolving  Storms — huiTicanes,  typhoons,  C3^- 
clones. 

6.  Distribution  of  Vapor  in  Atmosphere. 

7.  Forms  of  Yapor: — (a)  Dew  ;  (b)  Fos:;  (<?)  Clouds;  (d) 
Rain;  (e)  Snow. 

8.  Distribution  of  clouds  and  rain: — Rain  zones. 

9.  Distribution  of  snow  : — Glaciers — formation. 

IV.  Life  on  the  Earth. 

1.  Yegetable: — (a)  Zones  of  Yegetation,  (b)  Yegetation 
in  the  different  continents.  (Connect  with  Plant  W  ork.) 

2.  Animal: — (a)  Animal  life  in  the  different  continents. 
(Connect  with  Animal  Work;)  (b)  Human  Family, — 
Geographical  races — characteristics.  (Connect  with 
Human  Body  Work.) 


GOVERNMENT. 

(THREE  MONTHS.) 

In  teaching  the  following  brief  view  of  the  plan  of  our 
government,  the  teacher  should  see  that  the  pupils  know, 
respecting  each  officer,  whether  he  is  elected  or  appointed, 
and  by  whom;  his  term  of  office;  his  duties;  for  what  causes 
and  by  what  means  he  may  be  removed;  what  constitutes  a 
district  or  constituency  in  each  case;  the  name  of  present  in- 
cumbent, in  each  instance,  and  the  length  of  time  he  has  yet 
to  serve ;  about  caucuses,  primary  meetings,  township,  county, 
district,  state  and  national  conventions,  including  their  im- 
portance and  legal  bearing  on  elections. 

Teachers  should  see,  also,  that  pupils  know  how  govern- 
ments are  sustained.  (See  4  and  5,  Seventh  Grade,  Number 
Work).  <• 

I.  The  School  District. 

1.  Legislative  Department: — The  Board  of  Education. 

2.  Judicial  Department: — (See   Township,  and  County 
Government.) 

3.  Executive  Department: — 


152  GEOGRAPHY. 

(a)  Siiperiiiteiideiit  and  Teachers;  (h)  Board  of  Educa- 
tion. 

II.  City  Government— (Aurora.) 

1.  Legislative  Department: — Aldermen. 

2.  Judicial  Department: — (a)  City  Courts — Officers — 
judge,  clerk,  master  in  chancery,  sheriff,  constables;  (b) 
Justices'  Courts^ — Officers -justices  of  the  peace, 
State's  attorney,  constables,  marshal,  policemen. 

3.  Executive  Department: — Officers — mayor,  city  clerk, 
city  marshal,  treasurer,  city  attorney,  city  physician, 
constables,  policemen. 

III.  Township  Government. 

1.  Legislative  Department  : —The  people  at  town  meet- 
ing. 

2.  Judicial  Department: — Justices'  Courts^ — Officers — 
justices  of  the  peace.  State's  attorney,  constables. 

3.  Executive  Department: — Supervisor,  town  clerk,  as- 
sessor, collector,  treasurer,  highway  commissioners, 
school  trustees. 

IV.  County  Government.-  (Kane  County.) 

1.  Legislative  Department: —Board  of  Supervisors, — 
Officers — chairman,  clerk. 

2.  Judicial  Department  : —(«)  County  Court, — Officers, — 
judge,  clerk,  State's  attorney,  sheriff;  {b)  Circuit  Court, 
— Officers — judge,  clerk  and  recorder,  mabter  in  chan- 
cery, State's  attorney,  sheriff. 

3.  Executive  Department: — County  clerk,  circuit  clerk, 
sheriff,  treasurer,  county  superintendent  of  schools,  sur- 
veyor, coroner. 

V.  state  Government.— (Illinois.) 

1.  Legislative  Department: — {a)  Senate, — ^-(1)  Officers — 
president,  clerk,  (2)  time  and  place  of  meeting;  {h) 
House  of  Representatives, — (1)  Officers— speaker,  clerk, 
(2)  time  and  place  of  meeting. 

2.  Judicial  Department: — {a)  Supreme  Court, — Officers — 
chief  justice,  six  associate  judges,  three  clerks — one  in 
each  district,  attorney  general,  reporter;  (h)    Circuit 

Court,— {See  County  Government.) 


GEOGRAPHY.  153 


3.  Executive  Department: — Governor,  lieutenant-gov- 
ernor, secretary  of  state,  auditor  of  public  accounts, 
treasurer,  superiHtendent  of  public  instruction,  attor- 
ney general,  board  of  equalization,  board  of  public 
charities. 

VI.  U.  S.  Government. 

1.  Legislative  Department: — ia)  Senate, — (1)  Officers — 
president,  secretary,  sergeant-at-arms,  postmaster,  door- 
keeper, (2)  time  and  place  of  meeting ;  (b)  House  of 
Representatives, — (1)  Officers — speaker,  clerk,  sergeant 
at  arms,  postmaster,  door-keeper,  (2)  time  and  place 
of  meeting. 

2.  Judicial  Department: — {a)  Sujpreine  Court, — (1)  Offi- 
cers— chief  justice,  nine  associate  justices,  clerk,  attor- 
ney general,  reporter,  marshal,  (2)  time  and  place  of 
meeting;  i}))  Inferior  Courts, — (1)  kinds,  («^«)  Circuit 
Courts, —  Officers  —  a  justice  of  the  Supreme  Court, 
Circuit  judge,  clerk,  district  attorney,  marshal,  {bb)  Dis- 
trict Courts, — Officers — district  judge,  clerk,  district 
attorney,  marshal,  {cc)  Court  of  Claims,  — Officers — 
chief  justice,  four  associate  judges,  clerk,  bailiff,  (2) 
time  and  place  of  meeting. 

3.  Executive  Department  : —Officers, —  (1)  president, 
vice  president;  (2)  cabinet— secretary  of  state,  secretary 
of  treasury,  secretary  of  war,  secretary  of  navy,  secre- 
tary of  the  interior,  postmaster  general,  attorney 
general. 


-39- 


154  BIOGRAPHY. 


KoTE.' — While  it  is  expected  that,  in  giving  the  following 
work,  the  pupils  will  become  interested  in  the  personal  his- 
tory of  the  one  whose  biography  is  under  consideration,  it 
must  be  borne  in  mind  by  the  teacher  that  the  object 
of  the  work  is  to  teach  United  States  History.  That  the 
frame  work  of  this  historical  structure  may  be  symmetrical, 
the  teacher  must  see  that  the  elements  oi place  and  relative 
time  are  properly  united  wdth  the  elements  most  interesting 
to  the  children, — vfien  and  events. 

Pupils  should  consult  the  map  frequently  and,  when 
practicable,  should  draw  maps  representing  plans  of  military 
campaigns  and  other  important  historical  routes  of  travel. 
While  the  pupils  should  be  required  to  commit  to  memory 
but  a  few  dates,  they  should  associate  the  tiTYie  of  every 
event  about  which  they  learn  with  the  few  dates  they  do 
commit  to  memory,  as  centres. 


FlRSr    SERIES. 


SISSITia:    O-DE^^^IDE. 


^lyH^  l/  /...  i-^Ui., 


CHBISTOPHEB  COLUMBUS— (TWO  MONTHS.) 

EARLY  LIFE. 

Birth — time  and  place. 

Early  education. 

Place  in  which  his  youth  was  spent. 

Inclination  for  a  sailor's  life — causes  of  this. 


BIOGRAPHY.  155 


MANHOOD. 

The  then  commonly  received  ideas  of  the  earth's  shape. 

Views  of  Columbus — opposition  to  his  views. 

Plans  for  a  voyage  to  test  the  truth  of  his  theories. 

Applications  for  aid. 

His  patrons — Ferdinand  and  Isabella. 

Fitting  out  of  vessels. 

First  voyage — when  made,  and  results. 

Second  voyage— when  made,  and  results. 

Third  voyage — when  made,  and  results. 

Fourth  voyage — when  made,  and  results. 

Naming  of  the  West  Indies  and  America. 

Influence  of  his  enemies  with  the  king,  and  what  they 
accomplished  toward  his  injury. 

Death  and  circumstances  of  his  burial,  and  removal  of  his 
body. 

Character  of  Columbus. 

Effects  of  his  discoveries  on  Spanish  claims  to  American 
territory. 

GEORGE  WASHINGTON,— (TWO  MONTHTS,) 

EARLY    LIFE. 

Birth — when  and  where. 

Residence,  education,  sports. 

Occupation  during  latter  part  of  youth — public    surveyor. 

MANHOOD. 

Service  in  the  French  and  Indian  war. 
Rank — Major. 

Causes  of  war — territories  of  the  French  and  English. 
Washington  as  commissioner  to  the  French. 
Braddock's  defeat  and  Washington's  valor. 
Washina^ton  made  commander-in-chief. 
Close  of  war. 
Results. 

Resignation  of  Washington. 

A  member  of  the  house  of  Burgesses  of  Virginia  for  fif- 
teen years. 


156  BIOGRAPHY. 


Service  in  the  Revolution. 
Condition  of  colonies  at  this  time. 
Causes  of  the  war.    Declaration  of  Independence. 
Battle  of  Lexington. 
Brief  account  of  the  progress  of  the  war. 
Surrender  at  Saratoga. 
Winter  at  Valley  Forge. 
Aid  from  foreign  nations. 
Yorktown — close  of  war. 
Results. 
General  statistics   of  war — number  lost,  cost,  debt,   etc. 

Service  as  President. 
Condition  of  states  at  close  of  war. 
Articles  of  Confederation,— why  faulty. 
The  Federal  Constitution. 

Washington  elected  President Place  of  inauguration. 

Length  of  service. 
What  accomplished. 

First  Cabinet,  judiciary,  mint  and  bank,  French  troubles, 
new  states. 

Retirement  from  public  life. 

Death — when.      Where  buried. 

Character  and  rank  as  general  and  statesman. 

ABRAHAM  LINCOLN— (TWO  MONTHS.) 

EARLY  LIFE. 

Birth — when  and  where. 

Early  advantages  and  education. 

In  what  states  resident  during  early  life. 

MANHOOD. 


Service  in  Black  Hawk  war — captain. 

Return  frojn  war,— business, — surveying. 

Study  of  law. 

Admission  to  bar  in  1837. 

Contest  with  Douglas — point  of  contest. 

Member  of  the  Legislature. 

Character  and  principles  as  a  politician. 


BIOGRAPHY.  157 


Services  as  President. 

When  and  by  whom  elected. 

Result  of  election. 

Causes  of  the  rebellion, — remote  and  immediate, — includ- 
ing the  fall  of  Sumter. 

Act  of  Secession — Southern  Confederacy — its  capital  and 
President — of  what  states  formed. 

Length  and  progress  of  war. 

Bull  Run. 

Emancipation  proclamation — result. 

Opening  of  the  Mississippi  river  by  Grant. 

Sherman's  march  to  the  sea. 

Fall  of  Richmond — close  of  war. 

Results  of  war. 

General  statistics  of  war, — number  of  men  killed  on  each 
side,  expense,  etc. 

Death  of  Lincoln — when,  by  whom  killed.  (Fate  of  Booth). 

Burial — final  obsequies. 

Character  as  a  man  and  statesman. 

Monument  to  his  memory. 

BENJAMIN  FBANKLIN.—{TWO  MONTHS.) 

EARLY  LIFE. 

Parentage. 

Birth — when  and  where. 

Education. 

Period  of  apprenticeship. 

MANHOOD. 

Before  entering  on  his  public  life. 

O  ccupation — Prin  te  r . 

Editor  of  Poor  Richard's  Almanac — Maxims. 

Character  as  a  Philosopher. 

Public  life. 

Postmaster  at  Philadelphia. 

Member  of  general  assembly  of  Pennsylvania. 

Electric  experiments — lightning  rods. 

-40- 


158  BIOGRAPHY. 


Deputy-general  of  Post-office  department. 

Agent  ot  several  colonies  to  Europe. 

Member  of  Continental  Congress. 

Signer  of  Declaration  of  Independence. 

Minister  to  France  during  Revolution. 

Service  so  rendered. 

Return  to  America. 

Character  as  statesman. 

Connection  with  educational  institutions. 

Influence  on  literary  world. 

Death — when. 

PATRICK  HENBY,—{TWO  MONTHS.) 

EARLY  LIFE- 

Parentage. 

Birth — time  and  place. 

Education. 

Early  disposition  and  character. 

MANHOOD. 

First  occupation — business — result. 

Final  occupation — lawyer. 

Character  and  rank  as  a  lawyer. 

Public  life. 

Member  of  House  of  Burgesses  of  Virginia. 

Speeches  on  "Stamp  Act,"  "Tax  on  Tea,"  "Boston  Port 
Bill" — effect  of  these  speeches. 

Member  of  Congress. 

Affair  with  Dunmore  of  Virginia. 

Governor  of  Virginia. 

Position  of  Henry  on  the  adoption  of  the  Federal  Con- 
stitution. 

Final  acquiescence. 

Death — when. 

Character  and  rank  as  an  American  statesman. 


BIOGRAPHY.  159 


SECOND  SERIES. 


szE^vTEisriTiEi  o-:R,-^nDS. 


V 


THE   CABOTS—(ONE  WEEK.) 

Katicnality. 

Time  in  which  they  lived. 
First  voyage — both  father  and  son. 
When  made — under  whose  patronage. 
Results. 

Second  voyage — son  only. 
When  made,  under  whose  patronage. 
Results. 

English  claims  on  the  ground  of   the   discoveries   of   the 
Cabots. 

^        MAGELLAN.— {ONE    WEEK.) 

Nationality. 

Time  in  which  he  lived. 

In  whose  service  engaged  while  exploring  in  'New  World. 

Voyage. 

When  made. 

Results. 

Straits  of  Magellan. 

Naming  of  the  Pacific  Ocean. 

Rank  as  an  explorer. 

Death — where — ^how. 

First  circumnavigation  of  the  globe  by  one  of  his  ships. 


160  BIOGRAPHY. 


i 


^^ 


^         CABTIEIt,—{ONE  WEEK.) 

Nationality. 

Time  in  which  he  lived. 

In  what  nation's  service  employed. 

First  voyage. 

When  made. 

Discovery  and  naming  of  Bay  of  Chaleurs. 

Second  voyage. 

When  made. 

Discovery  of  St.  Lawrence  river. 

Exploration  of  its  banks. 

French  claim  to  territory  about  the  St.  Lawrence. 

DESOTO.—iOJSE  WEEK.) 

l^ationality. 

Time  in  which  he  lived. 

Short  account  of  expedition  with  Pizarro. 

Voyage  of  discovery. 

Objects  of  voyage. 

Success. 

Discovery  of  Mississippi  river. 

Death  and  burial. 

Return  of  his  followers. 

^  BALEIiiH.—{ONE  WEEK.) 

E'ationality. 

Time  in  which  he  lived. 

During  whose  reign. 

Services. 

I.  Two  vessels  sent  out  for  explorations. 
Explorations  on  coasts  of  the  Carolinas,  and  Yirginia. 
Name  of  Country — Virginia — why. 

II.  First  attempt  to  settle  the  Carolinas.     Results. 

III.  Second  attempt  to  settle  the  Carolinas.     Results. 


CHAMP  LAIN,— {ONE   WEEK.) 


Nationality. 

Time  in  which  he  lived. 


BIOGRAPHY.  161 


In  what  nation's  service  engaged. 

His  voyage. 

When  made. 

Eesults. 

Founding  of  Quebec. 

Explorations  on  banks  of  St.  Lawrence. 

First  permanent  French  settlement — Port  Royal 

Lake  Champlain. 


v^ 


JOHN  SMITH— {1  WO  MONTHS. 

"^  EARLY  LIFE. 

Birth — time  and  place. 
Nationality. 
Education. 
Adventures  of  youth. 

MANHOOD. 

First  voyage  to  America. 

When  made. 

Exploration  on  coast  of  Virginia. 

Founding  a  Virginia  colony. 

Jamestown. 

London  Company — first  charter. 

Government  of  colony — two  councils — ^governor. 

John  Smith  as  governor. 

Standing  among  colonists. 

Prosperity  of  colony  under  him. 

His  explorations. 

Narrow  escape. 

Friendship  of  Indians  while  Smith  remained. 

The  second  charter. 

Smith's  return  to  England — cause. 

Results. 

Change  of  government. 

SmiWs  Second  Voyage. 
Third  charter. 
Introduction  of  slavery. 
Indians — wars — results. 

-41- 


162  BIOGRAPHY. 


Yirginia  made  a  royal  province. 
Death  of  Smith — when,  where. 
Injustice  of  England  toward  Virginia. 
Na  vigaticmj^ts . 

^J^       HENBY  HUnSON,-{TWO  WEEKS.) 

Birth. 

Nationality. 


MANHOOD. 

Voyage  to  America. 

Object. 

In  whose  service. 

Discovery  of  the  Hudson  river. 

Dutch  claims  to  l!^ew  York, 

Fate  of  Hudson. 

Grant  to  Dutch  West  India  company. 

New  Amsterdam     (New  York.) 

Fort  Orange — (Albany.) 

Government. 

Peter  Minuit — first  governor. 

General  progress. 

Peter  Stuyvesant — last  governor  of  the  Dutch. 

Prosperity  under  him. 

Conquest  of  New  York  by  the  English. 

Brief  sketch  under  English  rule. 

Charteir  annulled. 

^     MILES  STANDISH.—(TWO  MONTHS.) 

^^  EARLY    LIFE. 

Birth. 

Nationality. 

Time  in  which  he  lived. 

MANHOOD. 

His  profession. 

Circumstances  which  made  him  one  of  the  Puritan  band. 
The  Puritans — who  were  they — why  so  named. 
Sailing  of  the  Mayflower. 


BIOGRAPHY.  163 


Founding  of  Plymouth  colpny. 
When. 

Under  whose  auspices. 
Geography  of  the  country. 
The  Plymouth  company. 

Government  of  the  colony — governor  and  legislature. 
Short  account  of  progress  of  colony. 
Difficulties. 
Indian  troubles. 

Services  of  Standish  as  a  soldier. 

Founding  of  remaining  colonies  between  1620  and  1638. 
Location  of  each. 
Union  in  1643. 
Death  of  Standish. 
Character  of  Standish. 
Longfellow's  poem. 

Unjust  treatment  of  colonies  by  the  king  of  Eng^land. 
Kesistance  to  the  l^avigation  Acts  and  to  the  authority  of 
the  king. 

Charters  annulled. 
Internal  difficulties. 
Religious  discussions. 

AT      BOGEB  WLLLIAMS.-{TWO   WEEKS) 

^  EARLY    LIFE. 

Birth. 

Education. 

Time  in  which  he  lived. 

MANHOOD. 

Occupation. 

Departure  to  America. 

Cause. 

Arrival  at  Salem. 

Occupation  there. 

His  character,  views,  and  peculiar  traits. 

Banishment. 

Purchase    of  land  from  the  Indians. 

Where  located. 


164  BIOGRAPHY. 


Providence  colony. 

His  work  for  the  welfare  of  the  colony. 
Ehode  Island  plantation,  1638. 

Eeasons  why  these  colonies  did  not  join  the  New  England 
Confederacy. 

William's  journey  to  England. 

Heturu  with  charter. 

Union  of  Providence  and  Rhode  Island.  .  . 

Grove  rnment. 

Death  of  Williams — why  so  noted. 

Charter  annulled. 

Charter  resumed. 


V 


LOBD  BALTIMOBE.-iOl^E  WEEK.) 

EARLY  LIFE. 


Nationality. 

Religion. 

Time  in  which  he  lived. 

MANHOOD.- 

Grant  from  Charles  I. 

Maryland — location. 

Object  of  obtaining  this  grant. 

Settlement  of  St.  Mary's. 

By  whom.     When. 

Government. 

Governors — the  Calverts. 

Toleration  act. 

Overthrow  of  the  government. 

General  prosperity. 

Cause. 

I.  Fertile  soil. 

II.  Mild  seasons. 

III.  Ample  privileges. 

WILLIAM  PENN. 

EARLY  LIFE. 

Birth — time — place. 

Education. 

Expulsion  from  home — cause. 


BIOGRAPHY.  165 


7> 


\  MANHOOD. 

Early  manhood. 

Religious  views. 

Voyage  to  America. 

Grant  of  Pennsylvania.     (Meaning  of  name),    i?  '"'>.  ^ 

Founding  of  Philadelphia.     (Meaning  of  name)./ 4  o    ^ 

Treaty  with  Indians. 

Continued  friendship  of  Indians. 

Return  to  England. 

Release  of  1,300  Quakers. 

Return  to  America  with  a  band  of  Quakers. 

Government. 

His  work  with  the  Indians. 

Death.    /  y      f 

Character. 


^ 


JAMES  OGLETHORPE.— (ONE  WEEK.) 


EARLY  LIFE-  ^ 

Birth.  J  Ic    ^    o 

Time  in  w^hich  he  lived.  '     t.i^u i j^yi/iJ' 

Parentage — pet  of  nobility.'     ^  ^^fl./H»^4-^ 

MANHOOD. 

Grant  of  Georgia.  /  )  ^   '^ 

Object  in  obtaining  the  grant,  o^^jw.  M^  ^k/fV^ 

Savannah  founded.  /  7  "^ 

Government. 

Prosperity. 

Georgia  became  a  Royal  Province.     )  ?  6    <i 

Success. 

Services  of  Oglethope  in  British  army. 

Death.       'Jh  ^^,  ^Qj^^L    . 

Character,    y  Ji^c>L   lTuA^         ^V"  / 

SAMUEL  ADAMS.— (ONE  MONTH.) 


EARLY  LIFE. 

Birth — ^time  and  place. 
Parentage. 


—42- 


J     .^       ; 


166  BIOGRAPHY. 


Education* 

MANHOOD. 

First  occupation. 
)^Member  of  the  Massachusetts  Assembly,  y 
,  -^  His  service  as  a  member  of  this  body  1766-1789. 

(>)pposition  to  British  king  and  officers  sent  by  him. 

Boston  patriots — brief   account  of   the  causes  which   led 
-to  their  actions. 

Originator  of  the  Colonial  and  Continental  Congresses. 

Signer  of  the  Declaration  of  Independence. 

Defender  of  the  Declaration. 

Death — when  and  where. 


/>/ 


%^JOHN  ADAMS.— (ONE  MONTH.) 

EARLY    LIFE. 


Birth— time  and  place. 

Parentage. 

Education. 

MANHOOD. 

Profession — rank  as  a  lawyer. 

Position  among  his  countrymen. 

Member  of  Massachusetts  Assembly. 

Member  of  first  and  second  congresses. 

His  service  in  congress. 

Secured  the  adoption  of  the  Declaration  of  Independence— 
(Outline  of  this  document.) 

Commissioner  to  decide  on  a  treaty  of  peace  and  com- 
merce at  the  close  of  the  Revolution. 

Terms  of  the  treaty. 

Minister  of  U.  S.  to  the  Court  of  St.  James — the  first  one. 

Vice-President  for  two  terms. 

President. 

Principles  of  different  parties. 

French  troubles. 

Alien  and  Sedition  Laws. 

Party  distinctions. 

Death — when — where. 

Character  as  man,  lawyer  and  statesman. 


BIOGRAPHY.  167 


rsio-xziTxa:  <3-i^-<^r5E. 


ALEXANDER  HAMILTON.— { ONE  M  ONTH.) 

EARLY  LIFE. 

Birth — time  and  place. 

Parentage. 

Education. — kind  and  cause. 

Early  disposition  and  character. 

MANHOOD. 

His  early  writings  and  discussions  of  popular  questions. 
Character  of  his  writings. 
Studied  and  practiced  law. 
His  service  in  the  Revolution. 

Captain   in  the  battles   of   White  Plains,  Trenton,  and 
Princeton. 

Aide  de  Camp  of  Washington. 

Secretary  of  Washington. 

Character  as  a  soldier. 

His  service  as  statesman. 

One  of  the  framers  of  the  Constitution. 

Party  lines  at  this  time,  and  points  of  controversy. 

First  Secretary  ot  the  Treasury. 

The  debts  of  the  nation  and  states  at  this  time. 

His  measures  for  their  payment. 

Our  finance — brief  view. 

ISTational  mint  and  bank — the  first. 

Resignation — cause. 

Character  as  a  statesman. 

Rank  as  financier. 

Death — when — how — fate  of  Burr. 

f  A.  /  i^^^^BOBEBT  FULTOJS.—{TWO  WEEKS,) 

EARLY  LIFE. 

Birth — time  and  place. 
Parentage. 


168  BIOGRAPHY. 


Education. 

MANHOOD. 

Early  occupation — portrait  painting. 

Kesidence  abroad. 

Later  occupation — civil  engineering. 

Life  in  France— studies  and  experiments. 

First  successful  application  of  steam  to  navigation. 

Navigation  and  navigable  waters. 

Influence  of  Fulton's  invention  on  civilization. 

Fulton's  patent. 

Death.  ^^^ 

GEORGE  STEPHENSON.— {TWO  WEEKS.) 

EARLY   LIFE. 

Birth — time  and  place. 
Education. 
Occupation  as  a  boy. 
Experiments  of  youth. 

MANHOOD. 

The  then  existing  railways. 

The  many  attempts  to  apply  steam  to  railway  locomotion. 
Stephenson's  attention  to  the  subject. 
The  first  railway  locomotive. 

Effect  of  his  inventions  on  civilization  and  commerce. 
The  multiplicity  of  railroads  now — especially  in  our  coun- 
try— advantages  arising  therefrom. 
Death  of  Stephenson. 

JAMES  MONROE.— { ONE  MONTH) 

EARLY  LIFE. 

Birth— time  and'place. 
Parentage.  ^ 

Education. 

MANHOOD. 

Connection  with  Revolution. 

Connection  with  Constitutional  Convention. 


BIOGRAPHY.  169 


His  position  in  regard  to  the  Constitution — an  advocate 
of  State  Rights, 
Minister  to  France. 
Governor  of  Virginia. 
His  service  in  the  Louisiana  purchase. 
President. 
By  what  party  elected. 

I.  Missouri  Compromise. 

II.  Monroe  Doctrine. 

III.  Treaty  with  Great  Britain. 

IV.  Florida. 

V.  Admission  of   Illinois,   with  date.     Name  other  states 
then  admitted. 

Condition  of  parties. 

Death. 

Character. 

BANIETj  WEBSTER.— {THREE    WEEKS.) 

EARLY    LIFE. 

Birth — time  and  place. 

Parentage. 

Education. 

MANHOOD. 

Profession. 

Rank  and  success  in  profession. 

Hepresentative  at  the  extra  session  of  the  Thirteenth  Con- 
gress.    Ee-elected. 

Points  discussed  at  these  sessions. 

Parties  in  power. — Principles  of  parties. 

Rank  as  an  orator. 

Selections  from  some  of  his  debates. 

Connection   with   the   Dartmouth    College    case — points 
involved — result. 

Revision  of  Massachusetts  State  Constitution. 

His  services  as  Senator  1827-1841. 

Condition  of  parties. 

Contest  between  Webster  and  Hayne. 

Extracts  from  speeches  on  both  sides. 

-48- 


170  BIOGRAPHY. 


Secretary  of  State. 

Connection  with  Ashburton  treaty. 

Re-election  to  Senate. 

The  compromise  act. 

Effect  of  Webster's  course  on  his  reputation. 

Secretary  of  State — under  whom. 

Death — cause. 

Character. 

J.  C.  CALnOUN.-{ONE  WEEK.) 

EARLY    LIFE. 

Short  account  of  early  life. 

MANHOOD. 

Election  to  Congress. 

Ability  and  rank  as  an  orator. 

His  stand  in  regard  to  political  questions. 

Debates. 

His  views  on  Nullification. 

Extracts  from  his  speeches. 

Offices  held. 

Secretary  of  State. 

Head  of  War  Department. 

Vice-President. 


Character^        •  , 

ANDRE  W  J  A  CKS  ON,—  ONE    MONTH. ) 

,  EARLY  LIFE. 

Birth — time  and  place. 
Parentage — nationality. 
Education. 

MANHOOD. 

Profession. 

Connection  with  the  Revolution. 
Appointment  as  solicitor. 
Incidents  connected  therewith. 
Life  in  Tennessee. 


BIOGRAPHY.  171 


Connection  with  Constitution  of  Tennessee. 

War  of  1812. 

Causes. 

His  office  in  war. 

Battle  of  'New  Orleans. 

Results  of  war. 

President. 

Cause  of  election. 

Principles  of  opposing  parties. 

Rotation  in  office. 

Black  Hawk  War. 

Tariff  laws. 

^N^ullification  act. 

President's  attitude  to  South  Carolina. 

His  financial  policy. 

U.  S.  Banks — brief  view. 

Parties  formed — their  principles. 

Death. 

Character.  , 

FItEMONT.-{FOUB    WEEKS) 

EARLY  LIFE. 

Birth — time  and  place. 

Education. 

Early  occupation. 

MANHOOD. 

Occupation  of  early  manhood. 
Connection  with  railways  and  navy. 
Surveyor  and  explorer. 

Where  and  in  whose  service  his  explorations  were  made. 
]N^ew  route  to  California. 

His  efforts  in  settling  California  and  in  having  that  terri- 
tory admitted  as  a  state. 

The  first  Senator  from  California. 
His  nomination  for  the  Presidency. 
His  political  views. 
Connection  with  Kebellion. 


172  BIOGRAPHY. 


Character. 

Benton  (in  connection  with  Fremont — half  a  week) 

Relation  to  Fremont. 

Service  as  Senator — time  he  served. 

Literary  work. 

Death. 


Character 


WINFLELiy  SCOTT.-iONE  MONTH.) 


EARLY    LIFE. 


Birth — time  and  place. 

Parentage. 

Education. 


MANHOOD. 

Time  of  his  first  joining  the  army. 
His  suspension — cause. 
Connection  with  the  war  of  1812. 
Cause  of  war. 
General  statistics  of  war. 
Close  of  war,  and  results. 
His  connection  with  the  Mexican  war. 
His  rank. 
Cause  of  the  war. 

Battles  of  Monterey  and  Buena  Yista. 
Entrance  into  the  city  of  Mexico. 
Close  of  war — results. 

Short  account  of  after  life  including  his  short  service  in 
the  Kebellion. 
Death, 
Character,  and  rank  as  a  soldier. 

SAMUEL  MOUSE.— (TWO  MONTHS.) 

Short  account  of  early  life,— nationality  and  educational 
advantages. 

MANHOOD. 

Why  noted. 

His  connection  with  telegraphy. 

His  invention — the  magnitude  of  his  service. 


\ 


BIOGRAPHY.  173 


Extent  of  telegraphy — lines  of  telegraph. 
Effect    of    the  telegraph   on    the    nation's    growth   and 
progress..     ^.^Z;;:. 

"^    CTBUS   FIELD.— (TWO    WEEKS.) 

Short  account  of  early  life— nationality,  educational  ad- 
vantages. 

MANHOOD. 

Why  noted. 

His  studies  and  experiments. 
When  he  first  attracted  attention. 
The  Atlantic  Cable— its^history. 
Improvements  upon  the  first  one — its  value. 
Its  effect  upon  civilization  and  international  communica- 
tion  and  union.  jf  I ^^ 

CHARLES    SUMNER.— (ONE  MONTH.) 

EARLY  LIFE. 

Birth — time  and  place. 
Parentage. 

Character  of  parents. 
Ed  ucation— direction. 

MANHOOD. 
Profession. 

Visit  to  Europe. 

Condition  of  the  country  at  the  time. 

Desire  of  the  south  for  the  annexation  of  Texas — cause. 

Member  of  U.  S.  Senate. 

Elected  on  what  issue. 

Kansas  and  IN'ebraska  Bill. 

Formation  of  new  parties — Republican. 

Assault  on  Mr.  Sumner. 

John  Brown's  raid. 

Condition  of  parties  in  1860  and  principles  of  each  party. 

Stand  taken  by  Sumner  on  the  questions  of  the  day. 

Emancipation  Proclamation. 

Close  of  the  war. 

Formation  of  the  Liberal  Party. 

Death — ^when,  where. 

Character — writings. 

-44- 


174  BIOGRAPHY. 


Classify  the  biographies  already  learned  to   get   the  four 
periods  of  TJ.  S.  History;^ — 

Discoveries.  Revolution. 

Settlements.  The  Administrations. 


THIRD   SERIES 


(FOUR    MONTHS.) 


1.  Review  the  biographies  belonging  to  the  period  of  dis- 
coveries, and  classify  them  according  to    nationality : — 

1.  Spanish,  2.  English,  3.  French,  4.  Dutch. 

2.  Review  the  biography  of  Columbus;  then,  in  the 
order  enumerated,  give  brief  biographies  of  the  following 
Spanish  discoverers: — 

1.  DeLeon,  2.   Balboa,  3.  Cordova,      4.  Cortez, 

5.  D'Ayllon,        6.  I^arvaez^  7.  Pizarro,       8.  Melendez. 

Let  each  biography  include  only  the  nativity  and  general 
character  of  the  person,  and  the  motives  which  led  to  his  dis- 
coveries. 

Locate  the  countries  discovered ;  compare  present  and 
original  boundaries;  give  the  time  of  each  discovery ; 
the    result    to    the  discoverer  and  to  the  world. 

3.  Review  the  biographies  of  the  Cabots ;  then,  in  the 
order  enumerated,  give  the  following  English  discoverers : — 
1.  Sir  Francis  Drake.  2.  Sir  Humphrey  Gilbert.  3.  Bar- 
tholomew Gosnold. 

4.  Review  the  biographies  of  Cartier  and  Champlain ;  then, 
in  the  order  given  below,  give  brief  biographies  of 


ft.U 


BIOGRAPHY.  175 

Verazzani,  Coli^ny,  Sieur  de  Mont. 

5.  Eeview  the  biography  of  Hudson,  and  give  in  addition 
the  extent  and  result  of  discoveries  and  explorations  in 
America  authorized  by  Holland. 

Give  French  succession   from  1492  to  1600. 

CROSS    SECTION  WORK. 

Review  discoveries  in  chronological  order. 

Let  pupils  show,  by  aid  of  maps,  the  territory  claimed  by 
each  nation  at  the  elose  of  the  16th  century. 

Have  pupils  read  the  following  articles : 

The  first  voyage  of  Columbus^  Joanna  Eaillie. 

The  Landing  of   Coluwhus^  Robertson. 

Maritime. Enterprise  in  the  15th  century,  Prescott. 

The  Discovery  of  Florida,  Bancroft. 

The  Discovery  of  the  Pacific^  Irving. 

The  Boldness  of  Cortez,  Prescott. 

The  Expedition  of  DeSoto,  Parkman. 
[The  Discovery  of  Lake  Champlain,  Parkman. 

Have  pupils  learn  the  nationality  of  each  of  the  above 
named  authors,  and  the  titles  of  the  works  from  which  these 
selections  are  taken. 

6.  Review  the  biographies  belonging  to  the  period  of 
settlements. 

Give  biographies  of 

Captain  Mason, 
John  Winthrop, 
Peter  Minuits, 
Lord  Clarendon, 
Let   each   biography   include  only   the  nativity  and   the 
general  character  of  the  person;  his   object  in   founding  a 
colony ;  from  whom  he  obtained  his  grant ;  and  the  character 
of  the  government  he  established  in  the  settlement. 

Locate  each  settlement  in  time  and  place,  and  give  char- 
acter of  settlers. 

T.  Classify  the  settlements  according  to  the  motives  which 
led  to  them : 


176  BIOGRAPHY. 


To  escape  religions  persecution. 

For  commercial  gain. 

For  territorial  acquisition. 
8.     Compare  the  different  forms  of  government  found  in 
the  thirteen  original  colonies,  and  classify  the  colonies  ac- 
cordingly : 

Provincial. 

Proprietary. 

Charter. 
Define  each  of  these  forms. 

Give  a  brief  biography  of  Oliver  Cromwell,  which  shall 
show  how  he  became  Lord  Protector;  when,  why  and  by 
whom  the  Navigation  Acts  were  passed ;  the  result  of  the 
interference  of  his  Parliament  in  the  government  of  Mary- 
land ;  how  long  his  supremacy  in  England  lasted ;  and  who 
succeeded  him  as  ruler. 

Give  brief  sketch  of  Gov.  Berkely,  which  shall  include 
only  the  character  of  the  man ;  the  name  of  the  monarch 
under  whom  he  served;  the  office  he  held  in  America;  the 
various  measures  by  which  he  oppressed  the  colonists ;  the 
history  of  Bacon's  Rebellion^  and  the  date  and  reason  of 
his  recall  by  the  king. 

Give  biography  of  Sir  Edmund  Andros, which  shall  include 
only  the  following  points:  the  nativity  and  general  charac- 
ter of  the  man ;  the  cause  of  his  appointment  as  governor  of 
New  England;  the  name  of  monarch  appointing  him ;  the 
incident  of  the  "Charter  Oak;"  the  duration  of  his  adminis- 
tration; and  the  cause  of  its  termination. 

Compare  the  colonies  with  regard  to  growth;  give  causes 
for  prosperity  and  reverses,  and  enumerate  the  various  trou- 
bles which  beset  the  colonists : 

Unwise  Legislation.  * 

Dissolute  character  of  settlers. 
Indian  wars. 
Colonial  wars. 

Have  pupils  give  duration  and  locality  of   the   Pequod 
War  and  of  King  Philip's  War. 


BIOGRAPHY.  177 


Have  pupils  learn  the  causes,  duration  and  result  of  each 
of  the  colonial  wars;  also,  the  location  of  the  cities  at  which 
the  first  treaties  were  signed. 

7.  Give  the  sucicession  to  the  English  throne  from  1600  to 
1765,  w^ith  causes  of  the  changes. 

CROSS-SECTION    WORK. 

1.  Review  in  chronological  order  the  settlements,  giving 
location  of  each,  from  Jamestown,  in  1607,  to  Savannah, 
in  1733. 

2.  Review  in  chronological  order,  the  principal  events 
from  1607  to  1765. 

3.  Review  the  noted  men  of  the  colonies,  locating  them 
in  time  and  place,  and  connecting  them  with  the  events  that 
made  them  famous. 

Have  pupils  read  the  following  articles: 
'The  Settlement  of  Jamestown^  Grahame. 

The  Settlement  of  Plymouth^  Palfrey. 

Roger  William^s^  Bancroft. 

Conquest  of  the  Nev)  Netherlands  hy  the  English^  Brod- 
head. 

Elliot,  the  Indian  Missionary,  Grahame. 

Death  and  Character  of  King  Philip,  Irving. 

Coinage  in  Massachusetts  Everett. 

Witchcraft  in  Massachusetts,  Everett. 

Character  of  Peter  Stuyvesant,  Irving. 

Have  pupils  learn  the  nationality  of  each  of  the  above- 
named  writers,  and  the  titles  of  the  works  from  which  the 
above  articles  are  taken. 

Have  pupils  learn  selections  from  the  following  poems : — 

Pocahontas,  Mrs.  Hemans. 

Landing  of  the  Pilgrims,  Southey. 

The  Pilgrim  Fathers,  Pierpont. 

The  Indian  Hunter,  Longfellow. 

(TWO  MONTHS.) 

Review  the  biographies  belonging  to  the  Revolutionary 
period,  and  classify  them  as  statesmen  and  military 
characters. 


178  BIOGRAPHY.  i 

i 

Review  the  biography  of  Patrick  Henry,  (Read  his  speech 
in  the  House  of  Burgesses),  giving  especial  attention  to  that 
part  of  his  life  connected  with  the  First  Continental  Congress. 
By  this  review  have  pupils  learn  the  events  which  led  to  the 
assembling  of  Congress,  as  well  as  the  important  business 
transacted  by  it. 

Give  biography  of  John  Hancock.  Let  this  biography 
include  ihe  following  points :  nativity,  character,  whom  he 
succeeded  as  President  of  Congress ;  the  causes  which  led  to 
the  assembling  of  this.congress ;  the  duration  of  this  congress; 
the  important  business  transacted  at  each  session.  (Commit 
The  Declaration  of  Independence^  and  Supposed  Speech  of 
Mr. Adams.)  State  what  office  he  held  after  the  war;  how 
long  he  held  this  office,  and  the  time  of  his  death. 

Review  the  biography  of  "Washington ;  then  give  a  brief 
biography  of  each  of  the  following  Revolutionary  officers : 
Paul  Jones,  Gates,  La  Fayette,  Greene, 

D'Estaing,  Morgan,        DeGrasse,  Marion, 

Pulaski,  Moultrie,       Sullivan,  Arnold, 

Sumter. 

Let  each  biography  include  only  the  nationality  of  the 
officer;  the  time  and  place  of  his  operations;  the  names  of 
noted  officers  assisting  him;  the  names  of  opposing  officers; 
the  location  and  result  of  the  most  important  battles,  and 
the  result  of  the  campaigns  in  which  he  was  engaged. 

CROSS-SECTION  WORK. 

1.  Review  in  chronological  order  the  battles  named  in  the 
biographies,  giving  location  of  each  and  names  of  opposing 
officers. 

2.  Classify  the  battles  named,  as  victories  and  reverses  for 
the  Americans. 

3.  Review  in  chronological  order  all  the  important  events, 
legislative  and  military,  transpiring  from  1765  to  1783. 

Have  the  pupils  learn  selections  from  the  following  poems: 
Paul  Bevere's  Ride^  Longfellow. 
Battle  of  Lexington,  Holmes. 
Warren^s  Address,  Pierpont. 


BIOGRAPHY.  179 


Andre's  Request^  Willis. 
Independence  Bell,  Anonymous. 
Song  of  Marion's  Men,  Bryant. 

Plave  pupils  read  articles  from  Bancroft,  Irving  and 
Headly,  which  have  a  bearing  on  the  work. 

(FOUR  MONTHS.) 

Review  the  biography  of  Washington,  giving  especial  at- 
tention to  that  part  of  his  life  which  is  connected  with  the 
foundation  of  the  government;  state  the  defects  found  in 
the  Articles  of  Confederation.  Give  in  full  the  constitu- 
tion of  the  United  States.  Give  the  departments  represented 
in  Washington's  Cabinet,  with  names  of  Secretaries,  and 
compare  with  present  Cabinet.  Give  states  admitted  during 
his  administration. 

Review  John  Adams's  biography;  then,  in  addition  to 
what  has  been  learned,  give  brief  history  of  the  French 
Revolution  from  1790  to  1800;  the  history  of  Jay's  treaty; 
the  various  hostile  acts  commited  by  France  and  America, 
and  the  termination  of  these  hostilities. 

Give  brief  biography  of  Aaron  Burr.  Show  by  means  of 
this  biography  the  rise  of  political  parties  in  the  United 
States. 

Give  the  biography  of  each  of  the  Presidents.  Let  each 
biography  include  only  the  following  points : 

Nationality;  character;  politics;  important  state  offices 
held ;  by  what  party  elected  president ;  the  particular  point 
at  issue  between  the  two  parties ;  duration  of  administration; 
the  principal  events  occurring,  with  causes  and  results  ;  the 
names  of  the  most  prominent  statesmen  assisting  and  oppos- 
ing the  administration,  and  the  time  of  retirement  from 
office. 

CROSS-SECTION  WORK. 

1.  Have  pupils  name  the  Presidents  in  order,  giving  dura- 
tion of  office  in  each  case. 

2.  Review  the  different  wars  in  which  the  Republic  has 
been  engaged — stating  causes  and  results  of  each. 

3.  Review  the  politics  of  the  nation — showing  the  changes 


180  BIOGRAPHY. 


in    the   different   parties;    the  causes  of  these  changes,  and 
the  names  of  the  political  leaders. 

4.  Have  pupils  state  what  territory  has  been  acquired 
since  thg  formation  ot  the  government. 

5.  Have  pupils  give  the  boundaries  of  the  United  States 
at  various  periods  since  1783. 

Review  in  chronological  order  the  important  events  of 
this  period,  and  classify  them  as  Legislative,  Scientific,  and 
Military.     Give  names  of  men  connected  with  each  event. 

Have  pupils  read  speeches  made  by  the  following 
statesmen : 

Webster,     Calhoun,     Clay,  Sumner,     Benton, 

Everett,       Seward,      Douglas,     Lincoln,     Alex.  Stephens. 

Have  pupils  read  and  learn  selections  from  the  following 
poems : 

The  Launching  of  the  Ship^  Longfellow. 

The  Star-Spangled  Banner,  Key. 

The  Angels  of  Buena  Vista,  Whittier- 
'    Barhara  Frietchie,  Whittier. 

J^ot  on  the  Battle  Field,  Pierpont. 

Sheridan^ s  Ride,  Eead. 

The  Rebel  Guard,  Mrs.  Beers. 

Civil  War,  Anonymous. 


PLANTS.  181 


m^LANTS. 


FI  RST   SERI  ES. 


This  work  should  not  be  taught  without  specimens,  in 
iUustration,  on  the  desk  of  each  pupil.  One  or  two  speci- 
mens in  the  hands  of  the  teacher  is  not  enough.  Facts  are 
to  be  obtained  by  discovery  and  experiments ;  these  depend 
upon  observation  and  experience.  It  will  be  better  to  omit 
the.  work  altogether  than  to  dictate  it;  more  profitable  em- 
ployment can  be  found  for  both  teacher  and  pupil.  Defini- 
tions are  to  be  developed,  after  which  the  pupils  should 
commit  them  to  memor^^ 

(FIVE     WEEKS.) 

I.  Parts. 

1.  Leaves.     2.  Stems.     3.  Roots. 

II.  Organs  of  Vegetation. 

1.  Leaves: — 

(a)  Parts — blade,  footstalk  or  petiole  ; 

(b)  S/iape — base,  apex,  margin;  general  form; 

(Lead  pupils  to  state  differences  of  shapes  without  giving 
scientific  terms;  also,  that  margins  are  entire  or  cut.) 

(c)  Com/position — woody  material,  pulpy  matter; 
{d)  Uses — ornament,  shade. 


182  PLANTS. 


2.  Stems: — (Two  weeks.) 
(a)  Kinds, — 

(1)  Nature— woody,  herbaceous, 

(2)  Growth — erect,  running,  climbing. 

3.  Roots  : — (Three  weeks,  including  a  review.) 

(a)  Kinds, — 

(1)  Nature — fibrous,  fleshy. 
(Teach  forms  of  fleshy  roots  without  giving  scientific  terms.) 

(b)  Uses — to   fasten    plants  firmly  in   the  ground  ;  to 
take  in  nourishment;  for  food. 


III.  Organs  of  Reproduction, 

1.  Flowers: — (Four  weeks,  including  a  review.) 
{a\  Parts, — (See  Plan  IX,  Appendix.) 

(1)  Calyx — sepals, 

(2)  ^Corolla — petals, 

(3)  Stamens, 

(4)  Pistil    ovary. 

(Call  attention  first  to  a  monopetaloiis  corolla,  then  to  a 
lobed  monopetalous,  and  then  to  a  polypetalous.  Teach  that 
the  parts  are  called  petals. 

Develop  the  idea  and  teach  that  the  corolla  is  sometimes 
wanting. 

Follow  the  same  plan  with  calyx. 

Teach;..what  is  called  the  ovary,  and  what  it  contains.) 
(b)  Arrangement — solitary,  clustered. 

2.  Fruit  :  -—(Four  weeks.) 
{a)  Kinds, — 

(1)  Fleshy — berry,  pepo,  pome, 
(Compare  berries  with  gourd  fruit. 

Compare  pome  fruit  with  berry  and  gourd  fruit. 
Give  the  use  of  each.) 

(2)  Stone — drupe, 

[Compare  stone  fruit  with  fleshy  fruit. 
Give  use.) 

(3)  Dry — pods,  nuts,  grain. 


PLANTS.  183 


(Develop  the  idea  that  some  dry  fruits  when  ripe  split  and 
let  the  seeds  fall  out,  others  do  not. 

Give  examples  of  each.  Have  pupils  name  the  different 
kinds  of  grain  and  nuts. 

Compare  dry  fruit  with  stone  and  fleshy  fruit.  Lead 
pupils  to  state  differences.) 

3.  Seed: — (One  week.) 

[a)  Parts, — (See  Plan  X,  Appendix.} 

(1)  Coats — use, 

(2)  Kernel — embrj^o,  albumen. 

(Develop  the  idea  that  a  little  plant  is  like  an  infant  and 
cannot  support  itself. 

Develop  the  idea  that  the  food  is  stored  in  the  kernel 
to  nourish  the  plantlet.) 

(b)  Uses, — 

(1)  Food,     (2)  Propagation  of  plants. 

4.  Buds: — (One  week.) 

{a)  Kinds — flower-buds,  stem-buds,  leaf-buds. 
(b)  Uses,— 

(1)  Growth  of  plants, 

(2)  Propagation  of  plants — slips,  grafts,  layers,  tubers, 
bulbs. 

(Call  attention  particularly  to  the  potato. 
Show  that  budless  branches  will  not  grow. 
Teach  what  bulbs  are.) 


(TEN  WEEKS,  INCLUDING  A  REVIEW.) 

IV.  Nutrition. 

1.  Absorption: — 

(a)  How,     (h)  Why. 

2.  Circulation;— 

{a)  Of  what]     (b)  Use. 

V.  Kinds. 

1.  Stkuctuke: — 

(a)  Herbs;     (b)  Shrubs;     (c)   Trees. 


184  PLANTS. 


2.  Duration: — 

(a)  A7inuals;     (h)  Biennials  \     (c)  Perennials. 

VI.  Uses. 

1.  Food: — 

(]N"ame  plants  of  which  the  roots  are  eaten ;  also,  those 
of  whi(;h  the  stern,  the  leaves,  the  seeds,  the  bark  or  the 
flowers  or  bnds  are  eaten. 

Give  object  lessons  on  the  different  garden  vegetables  and 
fruits.  Teach  what  parts  are  eaten  and  the  kind  of  fruit 
borne  by  each,  and  correct  erroneous  ideas  in  regard  to 
sweet  and  Irish  potatoes. 

Give  lessons  on  the  process  of  sugar  and  molasses  making. 

Give  lessons  on  the  process  of  starch  making  naming 
kinds  and  brands. 

Give  object  lessons  on  wheat  and  corn.  Teach  whether 
planted  or  sown  and  how;  how  cultivated  and  their  uses. 

Give  object  lessons  on  the  process  of  flour  making  naming 
kinds  and  brands.) 

2.  Clothing.     (Name  plants  used.) 

(Give  object  lessons  on  cotton  and  flax,  telling  what  they 
are,  where  found,  how  used,  and  a  general  view  of  the  pro- 
cess of  manufacture. 

Give  short  object  lessons  on  silk  and  wool  in  comparison 
with  the  above.) 

3.  Medicine.     (Name  plants  used.) 

4.  Building  Material  AND  Utensils.     (Name  plants  used.) 

5.  Fuel.     (Name  plants  used.) 

6.  Ornamentation.     (Name  plants  used.) 

VII.  Analysis. 

1.  Morning  Glory. 

2.  Rose  Family. 

3.  Spring  Beauty. 

4.  Marsh  Marigold. 

5.  Mustard. 

Teach  pupils  to  recognize  and  name  plants  and   describe 
as  far  as  their  knowledge  will  allow. 
-  Form  suggested. 


PLANTS.  185 


Morning  Glory — Annual;  hairy  steins;  entire  leaves; 
flowers  three  to  five ;  flowers  pink,  purple  or  white,  opening 
in  the  morning  and  closing  in  bright  sunshine. 


SECON  D   SERI ES 


(THREE  MONTHS). 

1.    Organs  of  Vegetation. 

7.  Leaves: — 

(a)  Kinds  according  to  Yenation — net-veined,  parallel- 
veined  ; 

(b)  Kinds  according  to  form : — 

(1)  Entire    leaf — linear,    lanceolate,    oblong,    oval, 
round,  oblanceolate,  spatulate,  wedge-shaped, — 

(2)  Base — cordate,  reniform,  auriculate,  peltate, — 

(3)  Apex — pointed,    acute,   obtuse,  truncate,  retuse, 
notched, — 

(4)  Margin — (a)  entire,  (b)  toothed — serrate,  dentate, 
crenate, — (c)  wavy,  (d)  sinuate,  (e)  jagged; 

(c)  Kinds  according  to  nature ; — 

(1)  Compound — pinnately,  palmately,— 

(2)  Simple — whole,  cleft; 

(d)  Arrangement — ^alternate,  opposite,  whorled; 

(e)  Composition — (Review  First  Series — give  ideas,  defi- 

nitions and  terms); 
{f)    Use — absorption. 


186  PLANTS. 


(THREE  MONTHS). 

2.  Stems: — 

{a)  Kinds  according  to  nature — herbaceous,  shrubby  ; 
{b)  Kinds  according  to  growth — (Eeview  First  Series) ; 
{c)  Kinds    according     to     structure  —  exogenous,     en- 
dogenous ; 

(d)  Forms — round,  square,  triangular  ; 

(e)  Different    Developments — spine    tendril,    peduncle, 
stolon,  runner,  sucker,  offset,  root,  stalk ; 

(f)  Composition — cellular  tissue,  woody  material ; 
{g)  Arrangement — alternate,  opposite,  whorled. 

3.  EooTs: — 

{a)  Kinds: — 

(1)  Fleshy, — (a)   single — tap,   conical,   turnip-shaped, 
spindle-shaped, — (b)  clustered, — 

(2)  Fibrous : 

Q))  Uses  of  both  fleshy  and  fibrous  roots ; 
(c)  Hank — primary,  secondary. 


(THREE  MONTHS). 


li.  Organs  of  Reproduction. 

1.  Flowers  : — 

{a)  Parts  \ — (1)    essential— stamens,    pistils,  —  (2)    non- 
essential—calyx  (sepals),  corolla  (petals) ; 
Q))  Ki/nds    according    to    essential  parts — perfect,    im- 
perfect; 
(g)  Kinds  according  to  all  parts— complete,  incomplete  ; 
{d)  Kinds  according  to  number  of  parts — symmetrical, 

unsymmetrical ; 
(e)  Condition  of  floral  envelopes '^ — 

(1)  Corolla, — (a)  monopetalous — trumpet-shaped,  fun- 
nel-shaped, rotate,  labiate,—  {h)  polype  talous — 
petals  ; 


PLANTS.  187 


(2)  Calyx,  (a)  monosepalous,  (h)  polysepalous ; 
(y*)  Condition  of  essential  parts  \— 

(1)  Stamens, —  {a)  parts — filament,  anther, — (b)  ar- 
rangement of  parts — filaments  united,  anthers 
united, — 

(2)  Pistils,— (a)  parts— ovary,  style,  stigma, — (h)  ar- 
rangement of  parts — ovaries  united,  styles  united, 
stigmas  united ; 

{g)  Arrangement ;  — 

(1)  Solitary, — 

(2)  Clustered, — raceme,  corymb,  umbel,  head,  spike, 
panicle,  fascicle. 

Give  terms  alternate  and  opposite  as  applied   to  flowers. 


(THREE  MONTHS.) 

2.  Seeds: — 

{a)  Parts, — (1)  coats,  (2)  kernel, — {aa)  embryo — radical, 

seed-leaves, — (bh)  albumen  ; 
(b)  Location— in  ovary; 
ic)  ^56— reproduction  of  plant. 

3.  Buds — (Review  First  Series.) 

4.  Fruit:— 

(a)  Sim^ple, — (1)    fleshy   fruit — berry,  pepo,    pome, — (2) 
stone  fruit — drupe, — (3)  dry  fruit— («^<^)  dehiscent,— 
{aaa)    simple — follicle,    legume, — (bhb)    compound — 
capsule,  silique,  pyxie,— (5J)  indehiscent. 
(h)  Compound — aggregate,  accessory,  multiple. 
Analyze    the    flowers   named    in  the  orders  enumerated 
below.     Drill  upon  each  order  until  the  pupils    are    able  to 
recognize  plants  of  that  order  at  sight. 

CROWFOOT.     ( Ranunculaceae.  ) 

Anemone,  Crowfoot,  Buttercup,  Larkspur,  Peony,  Mead- 
ow-Rue, Columbine,  Monkshood. 

ROSE.     (Rosaceae), 

Peach,  Pear,  Apple,    Cherry,    Strawberry,   Raspberry, 
Rose. 


188  PLANTS. 


GOURD.     (Cucurbitaceae.) 

Squashy  Pumpkin^  Cucumber^   Water-melon. 

CRESS.     (  Cruciferae. ) 

Radish^  Turnips  Mustard^  Water-cres^, 

LI  L  Y .     (  Liliaceae . ) 

Zily,  Tulip  J  Onion,  Hyacinth.  Lily  of  the  Valley,  Solo- 
mon's Seal. 

PULSE.     (Leguminoseae.) 

Locust-tree,  Clover,  Bean,  Pea. 

BELL-FLOWER.     (Campanulaceae.) 
VIOLET.     (Violaceae.) 

Violet,  Pansy. 

PRIMROSE.     (Primulaceae.) 

Cowslip^  Primrose. 


(THREE  MONTHS.) 
CONVOLVULUS.     (  Convolvulaceae. ) 

Morning  Glory,  Potato,  Tomato. 

POLEMONIUM.     {Polemoniaceae.) 

Phlox. 

VERVAIN.     {Verbenaceae.) 

Verbena. 

CURRANT.     {Glossulaceae.) 

Currant.  Gooseberry. 

COMPOSITE.     {Compositae.) 

Dandelion,  Lettuce,  Sunflower,  Aster, 

III.  Nutrition. 

1.  Absorption  ; — («)  by  what.  •  (b)  of  what. 

2.  Circulation: — (^)  of  what,     (b)  where. 

IV.  Kinds. 

1.  According  to  Structure — herbs,  shrubs,  trees. 

2.  According  to  DURATION — annuals,  biennials, perennials. 

V.  Classes. 

1.  Ph^nogamous: — 
(a)  Exogens;— 

(1)  Angiospermous  —  polypetalous,      monopetalous, 
apetalous, — (2)  Gymnospermous. 
(J)  Endogens. 

2.  Crtptogamous. 


PLANTS.  189 


VI.  Uses. 

(Eeview  uses  given  in  first  series.) 

1.  To  TAKE  IN  CARBONIC  ACID. 

2.  To  PEODtJCE  OXYGEN. 


a^ia^Tn    (3-x^-^IDE. 


(THREE  MONTHS.) 


Classify  according  to  growth  the  plants  previously  studied. 

Teach  pupils  to  recognize  and  classify  the  following  forest 
trees,  also  teach  their  general  contour,  description  of  their 
leaves  and  flowers,  their  geographical  distribution  and  kinds 
and  uses  of  woods. 

Oak^  Maple,  Cottonvwod,  Basswood,  Hichory,  Arhor- 
Vitae,  Pine,  Chestnut,  Willow,  Butternut,  Elm,  Walnut, 
Poplar. 

GR  ASSES..'|i(  Graminae.) 

Teach  the  general  characteristics  of  this  order. 

Teach  the  pupils  to  recognize  and  classify  the  following 
plants,  giving  as  much  general  information  as  possible,  as 
commercial  value  and  geographical  distribution. 

Wheat,  Bye,  Oats,  Barley,  Corn,  Sugar  Cane. 

By  comparing,  distinguish  grasses  from  canes;  grasses 
proper  from  cereals;  the  different  cereals  from  each  other. 

Teach  pupils  what  mosses,  ferns  and  lichens  are. 

Have  pupils  classify  them. 


-48- 


190 


PLANTS. 


THIRD    SERI  ES 


(THREE    MONTHS.) 

Review  second  series. 

Teach  anatomy  of  plants,  exhausting  the  structure  of 
each  part. 

Teach  physiology  of  plant  life,  dwelling  at  length  upon 
fertilization^  ahsorption,  circulation  and   respiration. 

Give  uses  and  commercial  value  of  plants. 

Teach  reason  for  rotation  of  crops. 

Teach  use  of  the  key. 

Have  pupils  analyze  many  plants. 


^=^s^- 


ANIMALS.  191 


^M^  N  I  M  A  L  S 


FIRST    SERI  ES. 


i^re.si'  c3-:k,.^ide. 


RUMINANTS. 

Whenever  it  is  possible,  as  it  is  in  most  cases  present  the 
animal  to  the  pupils  for  study.  When  this  is  not  possible  or 
practicable,  a  good  picture  of  the  animal  to  be  studied  should 
be  procured,  and  when  possible,  such  parts  of  the  animal  as 
are  interesting  and  necessary  to  a  proper  classification,  such 
as  hoofs,  horns,  teeth,  vertebrae^  etc.  Without  some  or  all  of 
these,  no  lesson  should  be  attempted.  Mere  dictation  work 
is  profitless. 

Principals  will  make  requisitions  upon  the  high  school 
cabinet  and  furnish  teachers  with  all  needful  appliances. 

THE  COW.     (TWO  WEEKS.) 

Parts : —  [See  Plan  XI,  Appendix.] 

Large,  broad  head ;  large  body  covered  with  hair  ;  short 
legs;  feet  divided  or  cloven;  short,  thick  neck  from  which 
hangs  a  broad  piece  of  skin  called  a  dewlap. 
Hollow  horns;  broad,  naked  muzzle;  no  front  teeth  in  the 
upper  jaw;  large  front  teeth  in  the  lower  jaw;  back  teeth 
in  both  jaws,  large  and  broad;  long,  rough  tongue. 
(Pupils  should  be  able  to  name  any  part  not  mentioned 

above.) 

Habits : — 

Eats  corn,  hay,  grass,  roots,  etc.,  (vegetable  food.) 
Uses  its-  long  tongue  in  obtaining  food. 
Is  slow  in  movement  and  kind   in  disposition.     Chews 
the  cud. 

Uses : — 
Alive — Work;  milk  (butter  and  cheese.) 
Dead — Flesh  (beef);  skin  (leather);  hair  (mortar). 

Miscellaneous :  — 

Name  of  male,  female,  young. 
Name  of  flesh  of  young. 


192  ANIMALS. 


THE  SHEEP.     (FOUR  LESSONS.) 

Parts: — 

Small  head;  small  body  covered  with  wool;  slender  legs; 
pointed  muzzle. 

For  horns,  teeth,  tongue  and   feet,  see  Parts  of  the  cow. 
Habits; — 

See  Habits  of  the  cow.     Quick  in  movement. 
Uses  : — 

Alive — Wool  (clothing.) 

Dead— Flesh  (mutton);  skin  (leather). 
Miscellaneous; — 

See  work  on  cow. 

THE  GOAT-     (FOUR  LESSONS.) 

Parts: — 

Long,  narrow  head;  slender  body  covered  with  hair;  long 
hair  on  chin,  called  beard. 

For  horns,  teeth,  tongue,  legs  and  feet,  see  work  on  cow. 
Habits: — 

See  Habits  of  sheep. 
Uses: — 

Alive — Hair  (clothing);  milk  (food). 

Dead— Flesh  (food);  skin  (leather). 
Miscellaneous : — 

See  work  on  cow. 

\ 

THE  DEER.     (THREE  LESSONS.) 

Parts: — 

Small,  pointed  head ;  slender  body  covered  with  hair;  long, 
slender  legs;  solid  horns  ;  naked,  pointed  muzzle. 

See  Parts  of  cow  for  teeth  and  feet. 
Habits : — 

See  work  on  cow.     Moves  by  leaps  or  jumps. 
Uses: — 

Alive — Labor  (sometimes);  milk  (sometimes). 

Dead — Flesh  (food);  skin  (leather). 
Miscellaneous : — 

See  work  on  cow.      Kame  of  flesh.-   Is  found  wild  and 
is  easily  tamed. 


ANIMALS.  193 


THE  CAMEL.     (FOUR  LESSONS.) 

Parts: — 

Small  head;  large,  ill-shaped  body;  one  or  two  humps  on 
back;  long  legs  ;  feet  broad  and  padded,  each  having 
two  large  nails  (cloven  feet).  No  horns  ;  naked  muzzle; 
front  teeth  in  both  jaws ;  for  back  teeth  and  tongue,  see 
Parts  of  the  cow. 
Habits : — 

See  work  on  cow.     Can  do  without  water  many  days. 
Uses:  — 
Alive — Carrying  merchandise  in  desert  countries.     Hair 
for  clothing. 

COMPARISONS.     (ONE  WEEK.) 

Parts: — 

All  have  naked  muzzles  ;  broad  back  teeth  in  both  jaws  ; 

long,  rough  tongues;  cloven  feet. 
The  cow,  sheep,  and  goat  have  hollow  horns. 
The  deer  has  solid  horns.     The  camel  has  no  horns. 
The  cow,  sheep,  goat,  and  deer  have  no  front  teeth  in  the 

upper  jaw. 
The  camel  has  front  teeth  in  the  upper  jaw. 
The  cow,  goat,  deer  and  camel  are  covered  with  hair. 
The  sheep  is  covered  with  wool. 
Habits: — 

All  eat  vegetable  food. 
All  chew  the  cud. 
Uses: — 
All  are  useful. 

Skins  of  all  are  used  for  leather. 
Cow  and  goat  furnish  milk. 
Cow,  deer  and  sheep  furnish  flesh  for  food. 
Sheep,  goat  and  camel  furnish  material  for  clothing. 


NON-RUMINANTS. 

THE  HORSE.     (ONE  WEEK.) 

Parts: — 

Long,  slim  head  ;  slender  neck  ;  slender  body  covered  with 
hair;  long,  slender  legs  cpvered  with  hair. 


194  ANIMALS. 


Front  teeth  in  both  jaws  ;  large, broad  back  teeth  ;  slender 
lips;  long  hair  on  neck  called  a  mane. 
Habits: — 

Eats  vegetable  food ;  does  not  chew  the  cud ;  quick  and 
active. 
Uses: — 

Alive — Work  ;   pleasure. 

Dead — Skin  (leather). 
Miscellaneous: — 

Names  of  male,  female  and  young. 

The  horse  is  beautiful  and  graceful. 

Smallest  horses  called  Shetland  ponies. 

THE  HOG.     ONE  WEEK. 

Parts: — 

Large,  pointed  head  ;  short,  thick  neck;  heavy  body  covered 
with  hair  called  bristles ,  short,  slender  legs  and  cloven 
feet. 
Truncated  snout;  front  teeth  in  both  jaws;  lower  front 
teeth  incline  forward ;  broad  back  teeth  ;  hind  toe 
present  and  elevated. 
Habits : — 

Eats  vegetable  food;  does  not  chew  the  cud;  wallows  in 
the  mud  ;  is  dirty. 
Uses : — 

Flesh  (food) ;  fat  (lard)  ;  hair. 
Miscellaneous  : — 

Names  of  male,  female  and  young.     Name  of  flesh. 
The  wild  hog  is  very  fierce. 

THE  ELEPHANT.     ONE  WEEK. 

Parts  : — 

Short  head;  short,  thick  neck;  heavy,  awkward  body  cov- 
ered with  a  thick  and  nearly  naked  skin  ;  feet  divided 
into  toes. 

Long  snout  called  the  trunk ;  long,  heavy  tusks ;  no  front 
teeth  in  lower  jaw;  large,  broad  back  teeth;  thick, 
clumsy  lips. 

Habits  :— 

Eats  vegetable  food ;  does  not  chew  the  cud ;  gets  its  food 
with  its  trunk. 


ANIMALS.  195 


Uses : — 

Labor  ;  pleasure  ;  tusks  (ivory). 
Miscellaneous  : — 

The  elephant  is  found  wild ;  can  be  tamed  ;  is  interesting, 

wise  and  cunning. 
Name  of  yonng.     Largest  land  animal. 

COMPARISONS.     (ONE  WEEK.) 

All  have  large,  broad  back  teeth. 

The  horse  has  a  long,  slim  head,  the  hog  a  large,  pointed 
head  and  the  elephant  a  large,  short  head. 

The  horse  and  hog  have  front  teeth  in  both  jaws,  the  ele- 
phant has  no  front  teeth  in  the  lower  jaw. 

The  horse  has  entire  feet;  the  hog  has  cloven  feet  and  the 
elephant's  feet  are  divided  into  toes. 

The  horse  and  the  hog  are  covered  with  hair.  The  skin 
of  the  elephant  is  nearly  naked. 

All  eat  vegetable  food.     (How  obtained.)        " 


CARNIVORA. 

THE  CAT.     (SEVEN  LESSONS.) 

Parts: — 

Broad  head;  short  neck;  well-shaped  body  covered  with 
soft  hair  called  fur;  short  legs ;  five  toes  on  each  fore 
foot;  four  toes  on  each  hind  foot; 
Front  teeth  in  both  jaws,  sharp  and  long,  fitted  for  tearing; 
sharp,  uneven,  back  teeth  fitted  for  cutting;  long,  rough 
tongue;  long,  sharp,  curved,  retractile  claw  on  each 
toe ;  a  soft  pad  under  the  middle  of  each  foot,  and  one 
under  each  toe. 
Habits : — 

81y,  quick,  sees  at  night;  eats  animal  food;  gets  food  by 
watching  for  and  springing  upon  it. 


Catching  mice ;  f  nr ;  skin. 
Miscellaneous : — 

Domestic.     Ferocious  and  dangerous  when  found  wild. 
Name  of  young.     Story  of  kittens. 


196  ANIMALS. 


THE  DOG.     (ONE  WEEK.) 

Parts : — 

Head  not  large;  well-shaped  body  covered  with  hair;  long 

legs ;  four  toes  on  each  foot. 
(For  teeth,  see  Parts  of  the  cat) ;  soft  tongue ;  long,  sharp, 
curved  claw  on  each  toe,  not  retractile ;  thumb  or  small 
toe  on  each  fore  foot,  elevated. 
Habits  :  -■ 

Eats  animal  food ;  gets  food   by    chasing   or  running   it 

down. 
Hearing  and  smell  acute;  kind  and  teachable. 
Uses  : — 

Watching,  hunting;  work  (sometimes);  far;  skin. 
Miscellaneous : — 

Name  of  old  and  young. 

Names  of  different  kinds  ot  dogs  commonly  known. 

THE  BEAR.     (ONE  WEEK.) 

Parts  : — 

Large,  broad  head ;  strong  neck  ;  large,  clumsy  body  cov- 
ered with  hair ;  short,  strong  legs ;  five  toes  on  each 
foot,  pointing  forward. 
Pointed  muzzle;  front  teeth  in  both  jaws,  sharp  and  long 
fitted  for  tearing ;  back  teeth  flat  and  broad  ;  long 
tongue ;  long,  sharp,  curved  claw  on  each  toe,  not  re- 
tractile. 
Habits : — 

Eats  animal  and  vegetable  food. 
Nocturnal ;  climbs. 
Uses: — 

Flesh  (food);  fat ;  skin. 
Miscellaneotcs : — 

Called  bruin.     Why.     Name  of  young.     Defends  itself 
with  its  fore  paws. 

COMPARISONS.     (THREE  LESSONS.) 

All  have  sharp,  pointed  front  teeth  in   both  jaws  fittted 

for  tearing. 
Cat  and  dog  have  sharp,  uneven,  back  teeth  fitted  for  cut- 

;ting ;  bear  has  broad,  flat,  back  teeth. 


ANIMALS.  197 


The  cat  has  five  toes  in  front  and  four  behind.  The  dog 
has  four  toes  on  each  foot.  The  bear  has  five  toes  on  each  foot. 

The  cat  has  retractile  claws ;  the  dog  and  bear  have  non-re- 
tractile claws. 

All  eat  animal  food.     The  bear  eats  vegetable  food  also. 


RODENTS. 

THE  SQUIRREL.     fcSIX  LESSONS.) 

Parts : — 

Round  head;  slim,  beautiful  body  covered  with  fur;  long, 
,  bushy  tail ;  slim  legs  ;  four  toes  on  each  fore  foot ;  five 
toes  on  each  hind  foot. 

Divided  lip ;  two  long,  sharp,  chisel-shaped  front  teeth  in 
each  jaw;  broad,    rough,  back  teeth;    a  long,    sharp, 
curved  claw  on  each  toe. 
Habits : — 

Eats  vegetable  food ;  gnaws ;  lives  in   trees  or  burrows  in 
the  ground ;  makes  nests  of  leaves  and  sticks  ;  sits  on 
its  haunches;  holds  its  food  with  its  fore   paws — inner 
toe  serving  as  a  thumb. 
Usesv — 

Flesh  (food) ;  fur. 
Miscellaneous : — 

Easily  tamed;  cunning.  Look  up  meaning  of  wovdi  Squirrel. 
THE  RABBIT.     (^FOUR  LESSONS.) 

Parts : — 

Small,    pointed  head;    slim   body;  short  tail;    fore  legs 
shorter  than  hind  legs ;  ^yq  toes  on  each  fore  foot ;  four 
toes  on  each  hind  foot. 
Long,  pointed  ears  ;  (for  teeth,  see  Parts  of  the  squirrel); 
soles  covered  with  hair. 
Habits'. — 

Eats  vegetable  food ;    gnaws ;     burrows  in  the    ground; 
moves  by  leaps  or  jumps;  is  timid ;  quick. 

Uses  : — 

Fur;  flesh. 
Miscellaneous : — 

Swift ;  graceful ;  sometimes  tamed. 

-50- 


ANIMAT.S. 


THE  BEAVER.     (THREE  LESSONS.) 

Parts  :— 

Flat  head  ;  long,  heavy  body;  broad,  flat,  scaly  tail ;  fore 
legs  shorter  than  hind  legs;  five  toes  on  each  foot;  toes 
on  hind  feet  webbed. 
Ears  small;  (for  teeth,  see  Parts  of  the  squirrel). 
Habits : — 

Eats  vegetable  food ;  gnaws ;  frequents  water  ;  is  cunning  ; 
intelligent. 
Uses : — 

Fur. 
Miscellaneo  us: — 

Builds  dams;  gnaws  down  trees;  makes,  t^jjo,  story  houses 
with  lower  story  under  water. 

THE  RAT.     (THREE  LESSONS.) 

Parts  : — 

Pointed  head  ;loiig  body;  long,  slim,  naked  tail;  medium- 
sized  legs ;  four  toes  on  each  fore  foot;    five   toes  on 
each  hind  foot. 
Short,  round  ears;  (for  teeth,  see  Parts  of  the  squiriel). 
Habits : — 

Eats  vegetable  and  animal   food;    gnaws;  burrows  in   the 
o^round ;  climbs. 
Uses : — 

Skin  (gloves). 
Miscellaneous : — 

Ferocious  ;  troublesome  ;  inhabits  the  home  of  man. 

COMPARISONS.     (FOUR  LESSONS.) 

Parts : — 

All  have  long,  sharp,  chisel-shaped  front  teeth  ;  broad, 
rough,  back  teeth  ;  long  bodies. 

The  squirrel,  beaver  and  rat  have  long  tails.  The  tail  of 
the  first  is  bushy ;  that  of  the  second  is  flat  and  scaly ; 
that  of  the  third  is  long,  slim  and  naked.  The  rabbit  has  a 
short  tail. 

The  beaver  and  rabbit  have  shorter  legs  in  front  than 
behind. 


ANIMALS.  199 


The  squirrel  and  rat  have  four  toes  on  each  fore  foot  and 
five  on  each  liind  foot.  The  rabbit  has  five  toes  in  front  and 
four  behind.  The  beaver  has  five  toes  on  each  foot — hind 
toes  webbed. 

All  eat  vegetable  food.  Eats  eat  animal  food.  All  gnaw; 
all  burrow. 


BIRDS. 

THE  DUCK  OR  GOOSE.     (EIGHT  LESSONS). 

Part^: — 

Narrow  head  ;  short,  slender  neck ;  boat-shaped  body  cov- 
ered with  soft,  downy  feathers  ;  two  short  legs  placed 
far  back  "'and  far  apart;  three  toes  in  front  and  one  be- 
hind— front  toes  webbed. 

Broad,  flat  bill  covered  with  a  skin  (note  the  edges);  me- 
dium-sized wings;  short  tail. 

Teach  names  of  the  different  parts — nape,  crown,  forehead, 
nostrils,    mandibles,  gape,  throat;  primaries,  seconda- 
ries, coverts  (wing  and  tail);  tibia,  tarsi,  inner  toe,  outer 
toe  (exterior),  middle  toe,  thumb. 
Habits: — 

Eats  grain,  grass,  and  small  animals  which  it  obtains  from 
the  water  and  mud  with  its  long,  broad  bill;  swims  and 
dives ;  is  awkward  in  walking  (why) ;  does  not  fly  well ; 
lays  eggs;  is  a  swimmer. 
Uses: — 

Flesh;  eggs;  feathers;  quills. 
Miscellaneous: — 

Names  of  old  and  young. 

Wild  a6d  domestic. 

THE  HERON,  CRANE  OR  SNIPE.     (THREE  LESSONS.) 

Parts: — 

Small  head ;  slender  neck  ;  slender  body  covered  with  feath- 
ers; two  long,  slim  legs;  slim  toes  united  at  base;  long 
claws. 

Long,  slender  bill ;  small  wings ;  short  tail;  tarsi  naked. 


200  ANIMALS. 


Habits : — 

Frequents  wet  places;  loves  water;  feeds  on  insects,  fish 
and  grain;  uses  its  bill  in  obtaining  fish  from  the  water; 
lays  eggs;  is  a  wader. 
Uses  : — 

Flesh  (food). 
Miscellaneous : — 
Wild. 

THE  TURKEY  OR  PRAIRIE  CHICKEN.     (FOUR  LESSONS). 

Parts : — 

Small  head;  strong  neck;  large,  heavy  body  covered  with 
feathers;  two  medium-sized  legs;  three  toes  in  front  and 
one  behind  slightly  elevated. 
Short,  thick  bill,   stout   and  curved;   short,   weak  wings; 
broad,  round  tail;  strong,  curved  claws  on  each  toe. 
Habits: — 

Frequents  dry  localities ;   seeks  food  on  the  ground ;   eats 
grain  and  insects;  scratches;  seldom  flies;  lays  eggs. 
Uses: — 

Flesh  ;  eggs  (food) ;  feathers. 
Miscellaneous : — 
Wild  and  domestic. 
Name  of  young, 

THE  EAGLE.     (FOUR  LESSONS). 

Parts: — 

Large,  flat  head ;  short,  thick  neck ;  stout  body  covered 
with  feathers ;  two  short,  strong  legs ;  three  toes  in 
front,  one  behind,  all  on  a  level. 
Strong,  thick,  hooked  bill;  strong,  broad,  long  wings; 
broad,  heavy  tail ;  tarsi  frequently  covered ;  strong,  thick, 
hooked  claws. 
Habits: — 

Lives  in  mountainous  districts  ;  feeds  on  rats,  rabbits  and 

other  small  animals. 
Seizes  its  prey  with  its  strong  claws  and  tears  it  with  its 
bill;  flies  easily  very  high;  lays  eggs. 
Miscellaneous: — 

Name  of  young.     Lives   many  years ;  Country's  emblem. 


ANIMALS.  201 


THE  ROBIN.     (TWO    LESSONS.) 

Parts: — 

Medium-sized  head  ;  short  neck  ;  medium-sized  body;  two 
slender  legs;  toes  long,  slim,  and  on  a  level — three  in 
front  and  one  behind. 
Strong,  conical  bill ;  short  wings ;  broad  tail ;   long,   slim, 
curved  claws. 
Habits: — 

Lives    mostly  in    trees;    eats  insects,    fruits  and  grains; 
perches;  lays  eggs. 
Uses  : — 

Destroying  insects ;  pleasure. 
Miscellaneous : — 

First  bird  in  Spring.      Builds  nests  in  trees  near  the  habi- 
tation of  man. 

COMPARISONS.     (THREE  LESSONS.) 

All  have  mouths  prolonged  into  a  hard  beak  or  bill, 
the  bodies  of  all  are  covered  with  feathers.  All  have  wings, 
and  tails. 

All  lay  eggs. 

The  duck,  heron  and  turkey  live  most  of  the  time  upon 
the  ground. 

The  duck  and  heron  are  frequently  found  in  the  water. 

The  eagle  and  the  robin  live  most  of  the  time  among 
trees. 

The  duck  swims  and  hunts  in  the  water  for  food,  and  is 
called  a  swimmer. 

The  heron  wades  in  search  of  food,  and  is  called  a  wader. 

The  turkey  scratches  on  the  ground  in  search  of  food,  and 
is  called  a  scratcher. 

The  eagle  seizes  his  food  with  his  stnmg  claws  and  tears 
it  with  his  powerful  bill,  and  is  called  a  bird  of  prey. 

The  robin  is  found  perching  upon  trees,  and  is  called 
a  percher. 


202  ANIMALS. 


REPTILES. 

THE  TURTLE.     (FIVE  LESSONS.) 

Parts : — 

Broad,  flat  head ;  body  protected  on  upper  and 
lower  sides  by  horny  plates,  upper  one  rounded,  called 
carajpace^  lower  one  flat,  called  plastron ;  short,  conical, 
retractile  tail ;  short,  thick,  retractile  legs ,  five  toes  on 
fore  feet  and  four  on  hind,  armed  with  sharp,  curved, 
bony  claws  directed  forward. 
Large  eyes  ;  thick,  retractile  neck. 
Habits : — 

Found  in  water  and  marshy  places ;    eats  insects,  worms 

and  small  fishes. 
Swims  and  dives;  moves  slowly  and  awkwardly  on  the 
ground ;  lays  eggs. 
Uses  : — 

Food  (sometimes);  shells  are  useful. 
Miscellaneous :  — 

Eggs  are  hatched  by  the  heat  of  the  sun.  Let  pupils  name 
the  kinds  of  turtles  they  have  seen. 

THE  SNAKE.     (THREE  LESSONS.) 

Parts: — 

Small,  flat  head  covered  with  scales;  long,  round,  taper- 
ing, flexible  body  covered  with  scales  above  and  plates 
below  ;  pointed  tail ;  no  legs  or  feet. 
Small  eyes;  broad  mouth;  no  neck. 
Habits: — 

Found  on  ground  in  dry  or  wet  places  ;    feeds  on  insects 

and  other  small  animals. 
Lays  eggs ;  creeps ;    can   swim ;   sheds   its   covering   an- 
nually. 
Uses: — 

Flesh  (sometimes). 
Miscellaneous : — 

Very  numerous.  Eggs  are  hatched  by  the  heat  of  the 
sun.  Few  snakes  are  dangerous.  Let  pupils  name  dif- 
ferent snakes  known  to  them. 


ANIMALS.  203 


COMPARISONS. 

Both  have  flat  heads  and  broad  mouths.  The  snake  is 
covered  with  scales;  the  turtle  is  covered  with  plates.  The 
turtle  has  four  legs  and  feet ;  the  snake  has  no  legs  or  feet. 


AMPHIBIANS. 

THE  FROG.     (THREE  LESSONS.) 

Parts: — 

Large,  flat  head ;  short,  thick  neck ;  broad,  short,  ill-shaped 
body  covered  with  a  loose,  smooth  skin;  four  legs  ;  hind 
legs  longer  and  stronger  than  fore  legs ;  four  toes  on 
each  fore  foot ;  five  toes  on  each  hind  foot,  armed  with 
claws  and  partially  webbed. 
Large  prominent  eyes  ;  wide  mouth ;  movable  lips ;  no 
tail. 
Habits : — 

Frequents  wet,  marshy  places ;  eats  worms,  shell  fish  and 
insects ;  lays  eggs  in  water ;  swims ;  leaps. 
Uses: — 
The  flesh  is  used  for  food. 
Useful  in  destroying  injurious  insects. 
Miscellaneous : — 

Name  of  young.     Found  in  all  countries. 


Tim^ID    0-I^-A-3DE, 


FISHES.     (ONE  WEEK.) 

Parts: — 

Large  head ;  long  body  tapering  to  the  tail   and   covered 

with  scales;  flat  tail;  fins. 
Fixed,  bright  eyes ;  large  mouth  furnished  with  teeth ;  no 
neck;  gills;  fins — pectoral,  ventral,  dorsal,  and  caudal. 
Teach  names  and  position  of  each. 
Habits: — 

Lives  in  the  water ;  feeds  on  small  fishes  and  other  small 


204:  ANIMALS. 


animals  ;  lays  eggs ;  uses  fins  to  aid  in  swimming  ;  uses 
tail  to  guide  itself  (rudder). 
Uses : — 

Food;  pleasure. 
Miscellaneous : — 

Let  pupils  name  different  kinds  of  fishes,   and  different 
ways  of  catching  them. 

ARTICULATES. 

THE  BUTTERFLY.     (ONE  WEEK.) 

Parts: — 

Head ;  thorax ;    abdomen  ;  body  made  up  of  rings ;  six 
legs  attached  to  thorax. 

Antennae ;  beautiful  wings. 
Habits  :— 

Flies ;  feeds  upon  honey  found  in  flowers ;  lays  eggs. 

THE  LOBSTER  OR  CRAB. 

Parts : — 

Head  small ;  thorax  hard ;  abdomen  long;  body  made  up 
of  rings;  limbs  long;  fore  limbs  armed  with  claws. 

Eyes  protrude. 
Habits', — 

Lives  in  water;  lays  eggs. 

COMPARISONS. 

Both  have  bodies  made  up  of  rings. 

The  lobster's  fore  limbs  are  armed  with  claws ;  the  butter- 
fly's are  not. 

Both  lay  eggs. 

Young  of  both  are  unlike  the  old. 

The  butterfly  is  found  among  flowers  ;  the  lobster  lives  in 
the  water. 


Parts  : — 

Soft,  pulpy  body. 
Lives  in  shelly  covering. 


MOLLUSKS. 

THE  SNAIL.     (TWO  LESSONS.) 


ANIMALS.  205 


•  The  shell  is  composed  of  whorls  that  form  a  spire.  The 
point  at  the  top  is  called  the  apex.  The  opening- at  the 
bottom  is  called  the  aperture. 

THE  OYSTER  OR  CLAM. 

Parts : — 

Body  soft  and  pulpy. 

COMPARISONS. 
Both  have  soft,  pulpy  bodies. 
Both  live  in  shells. 

THE  ENTIRE  SERIES  REVIEWED.     (ONE  WEEK.) 

1.  Some  of  these  animals  lay  eggs ;  some  do  not. 

2.  Some  are  hatched  from  eggs,  and  some  are  born  alive. 

3.  Show  that,  of  the  animals  born  alive,  some  eat  vege- 
table food,  others  eat  animal  food,  and  all  have 
warm  blood. 

4.  Show  that  some  of  the  animals  hatched  from  eggs, 
as  soon  as  hatched,  resemble  the  old;  that  others  do  not. 

5.  Show  that  some  have  warm  blood,  others  have  cold 
blood.. 

6.  Some  are  covered  with  feathers,  some  with  scales,  some 
with  shells,  and  some  with  hair,  while  some  have  naked 
skins. 

7.  Som3  live  in  the  water,  others  live  on  land ;  others 
live  })oth  on  land  and  in  water. 

8.  Some  have  an  internal  skeleton  and  back  bone;  some 
liave  not. 


SECON  D    SERIES 


Pupils  should  be  required,  at  first,  to  study  type  animals 
only.  After  the  type  has  been  studied,  kindred  animals 
should  be  associated  and  reasons  given  for  such  association. 

Teachers  must  not  be  satisfied  to  have  pupils  get  such 
facts  only  as   will  lead  to  scientific  classifications.     A  large 


206  ANIMALS 


share  of  attention  must  be  given  to  studying  the  uses  of  ani- 
mals and  their  relations  to  man;  the  relative  economical  and 
commercial  values  of  animals.  This  will  make  it  neces  sary 
to  obtain  information  concerning  the  different  form  s  and 
conditions  in  which  animal  products  appear  in  the  social 
and  commercial  world,  and  the  processes  by  which  these  forms 
and  conditions  are  brought  about. 

ORDER  OF  STUDY, 

Each  animal  should  be  studied  in  the  following  order : 

1.  Parts. 

2.  Habits. 

3.  Uses. 

4.  Adaptation  of  parts  to  habits  and  uses. 

5.  Miscellaneous  information. 

After  the  type  animals  representing  the  various  divis- 
ions of  the  group  under  consideration  have  been 
studied  as  above,  study 

6.  Likenesses,  and  obtain  the  name  of  the  group  studied, 
then  study 

7.  Differences,  and  obtain  names  tor  the  different  divisions. 

8.  Make  outline. 

9.  Make  Record  of  each  animal  studied. 

10.  Miscellaneous  review — cross-section  work. 


RUMINANTIA. 

(THREE  MONTHS.) 


Study,  according  to  plan  given,  the  cow,  the  sheep,  the 
deer,  the  camel  and  the  llama. 

COMPARISONS. 

By  the  study  of  differences  get  Hollow-horned  Group, 
or  Camcornia,  Solid-horned  Group,  or  Solidicornia^ 
Hornless  Group,  or  Sinecornia. 


ANIMALS. 


207 


Make  the  following  outline: 

'  Hollow-horned  Group. 
( Cavicornia.) 
Cud  Chewers       .  Solid-horned  Group. 
{Ruminantia)  \       {SoUdicornia.) 
I  Hornless  Group. 
(^      {Sinecornia.) 
Make  a  Record  of  each  animal  studied  according  to  the 
following  plan: 

THE  cow. 

Facts.  Conclusions 


Parts. 

Cloven  hoofs;  no  front  teeth  in  upper  jaw;    com- 
pound stomach. 

u 

■E 
O 

Cud-chewers. 

Habits. 

Chews  the  cud. 

Ruminantia. 

Parts. 

Hollow,  permanent  horns. 

1 

Hollow-horned 
Family. 

Habits. 

Cavicornia. 

^^OTJi^'m  <3-i^.-^xde:. 


NON-RUMINANTIA.     (THREE  MONTHS.) 

Review  Ruminantia. 

Study  the  horse,  the   hog,  the  elephant,  the   rhinoceros. 

COMPARISONS. 

/ 

By  the  study  of  likenesses  get  non  cud-chewers,  or  N'oh- 
Ruminantia. 

By  the  study  of  differences  get  the  Horse  Family,  or  Equi- 
dae,  the  Hog  Family,  or  Suidae,  the  Elephant  Fainily,  or 
Elephantidae^  the  Rhinoceros  Family,  or  Rhinoceridae. 

Make  outline  of  B'on- Ruminantia. 

Compare  this  group  of  animals  with  the  group  previously 
studied,  and  obtain  for  a  result  the  term  Hoofed  Animals,  or 
Ungulata^  to  apply  to  the  whole  group  including  ruminants 
aud  non-ruminants. 

Make  outline  of   Ungulata. 

Make  a  Record  of  each  animal  studied. 


208  ANIMALS. 


KoTE. — Under  the  head  of  miscellaneous  information 
pupils  should  be  lead  to  talk  of  the  various  kinds  of  animals 
belonging  to  the  different  groups,  which  they  may  know, 
and  while  talking,  they  should  be  required  to  place  each 
animal  in  its  appropriate  group.  The  various  kinds  of  cat- 
tle, sheep,  goats,  horses,  hogs,  etc.,  afford  abundant  material 
for  profitable  miscellaneous  reviews.  Such  reviews  will 
serve  not  only  to  fasten  in  the  minds  of  the  pupils  the  tech- 
nically scholastic  parts  of  the  lessons,  but  will  induce  orig- 
inal investigation  and  habitual  classification  of  information. 


:^T^n:^=L  cs-i^-a-idze. 


CARNIVORA.     (FIVE  WEEKS.) 

Review   Ungulata  briefly. 

Study  the  cat;,  t^®  <i<>gj  ^^  bear,  the  seal. 

COMPARISONS. 

By  the  study  of  likenesses  get  Flesh-eaters,  or  Carnivora. 

By  the  study  of  differences  get  the  Cat  Family,  or  Felidae, 
the  Dog  Family,  or  Canidae,  the  Bear  Family,  or  Ursidae,    .j^. 
the  Seal  Family,  or  Phocidae.       M>  i^^iUUaCM.  .  L  y^a^^j 

M.2ikQ  ovitMwQ  oi  Carrdvora.  ''  ' ''^  ■ ''.' \^-m^     «*' 

Make  Becord  of  each  animal  studied. 

lN"ame  other  animals,  and  place  each  in  its  appropriate 
groiip. 

INSECTIVORA.     (TWO  WEEKS.) 

Study  the  mole  in  full,  according  to  plan.  Study  the  shrew 
and  hedgehog  less  in  detail,  and  establish  the  Order  Insect- 
eaters,  or  Inseotivora.  Unite  with  outlines  previously  made, 
and  make  Becord  of  animals  studied. 

RODENTIA.     (FIVE  WEEKS.) 

Study  the  squirrel,  the  rabbit,  the  beaver,  the  rat. 

COMPARISONS. 

By  the  study  of  likenesses  get  Gnawers,  or  Rodentia. 

By  the  study  of  differences  get   the   Squirrel   Family,  or 


ANIMALS.  209 


Sciuridae^  the  Kabbit  Family,  or  Leporidae,  the  Beaver 
Family  or  Castoridae,  the  Rat  Family,  or  Muridae, 

Make  outline  of  Rodentia  and  a  Record  of  each  animal 
studied. 

Name  and  locate  other  animals  of  this  group. 

Unite  the  outline  with  the  outlines  previously  made. 


sisszTia:  o-ir-a-ide;. 


MARSUPIALIA.     (TWO  WEEKS.) 

Study  the  kangaroo  in  full  and  the  opossum  and  wombat 
less  in  details,  and  establish  the  group  Pouched  Animals,  or 
Marsupialia. 

Make  Records. 

Unite  with  outlines  previously  made. 

EDENTATA.     (TWO  WEEKS.) 

Study  the  sloth  in  full  and  the  armadillo  less  in    details, 
and  establish  the  Order  Toothless  Animals,  or  Edentata. 
Make  Records. 
Unite  with  outlines  previously  made. 

CETACEA.     CfiOafR  WEEKS. 1 

Study  the  common  whale  in  full  and  the  spermwhale  and 
the  dolphin  less  in  details,  and  establish  the  Order  Whales,  or 
Cetacea. 

Make  Records. 

Name  other  animals  associated. 

Unite  outline  with  those  previously  made. 

CHEIROPTERA.     (TWO  WEEKS.) 

Study  the  bat  in  full;  name  the  various  kinds  of  bats,  and 
establish  the  Order  Hand-winged  Animals,  or  Cheiroptera. 
Make  Records. 
Unite  with  outlines  previously  made. 


210  ANIMALS. 


;;  QUADRUMANA.     (TWO  WEEKS.) 

Study  the  monkey  in  full,  and  the  chimpanzee,  gorilla, 
orang-outang  less  in  details,  and  establish  the  Order  Four- 
handed  Animals,  or  Quadrumana. 

Make  Records. 

Unite  with  outlines  previously  made. 


BIRDS. 

(TWO  WEEKS.) 

Study  a  bird  for  the  purpose  of  learning  those  character- 
istics which  make  it  a  bird,  and  the  names  and  locations  of 
its  various  parts. 

Establish  the  group  Birds,  or  Aves. 

COMPARISONS. 

Compare  birds  with  other  animals  studied  and  obtain  the 
terms  Oviparous  and  Viviparous. 

Unite  all  outlines  previously  learned  under  the  term 
Viviparous  Animals,  or  Vivipara. 


SE^^EiSTrrxa:  o-i^-^ide. 


BIRDS  CONTINUED.     (TWO  WEEKS.) 

^tudy  the  duck,  the  turkey  and  the  robin. 

COMPARISONS. 

By  the  study  of  differences  establish  the  Sub-Classes, 
Water  Birds,  or  Aves  Aquatioae,  Land  Birds,  or  Aves 
Terrestres,  Air  Birds,  or  Aeriae. 

Outline  Birds  as  far  as  studied. 

Name  many  other  birds,  and  assign  each  to  its  appropriate 
Sub-Class. 

AVES  AQUATICAE.     (TWO  WEEKS.) 

Study  the  goose,  the  cormorant,  the  loon,  and  the  gull. 


ANIMALS.  211 


COMPARISONS. 

By  the  study  of  differences  obtain  the  Orders,  Water  Birds 
with  Lamellated  Beaks,  or  Lamellirostres,  Water  Birds  with 
Entire  Pahns,  or  Steganopodes,  Rump-footed  Water  Birds,  or 
Pygopodes,  and  Long-whiged  Water  Birds,  or  Longipennes. 

Make  outline  and  unite  with  outline  previously  made. 

Make  Records. 

I^ame  many  other  water  birds  and  assign  each  to  its 
proper  Order. 

AVES  TERRESTRES.     (TWO  WEEKS.) 
Study  the  common  hen,  the  heron,  and  the  ostrich. 
COMPARISONS. 

By  the  study  of  differences  obtain  th'3  Orders,  Scratchers, 
or  Gallinae,  Waders,  or  Grallatores^  and  Runners,  or 
Cursores. 

Outline  and  unite  with  former  outlines. 

Make  Records. 

Name  many  other  land  birds  and  assign  each  to  its  proper 
Order. 

AVES  AERIAE.     (TWO  WEEKS.) 

Study  the  eagle,  the  parrot,  the  pigeon,  the  sparrow,  the 
woodpecker,  the  humming  bird,  and  the  nighthawk. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Orders,  Birds  of 
Prey,  or  Raptores,  Parrots,  or  Psittaoi,  Pigeons  or  Golum- 
bae^  Sparrows,  or  Passeres,  and  a  miscellaneous  Group 
called  Picariae. 

Unite  with  outlines  previously  made. 

Make  Records. 

Name  many  other  air  birds  and  assign  each  to  its  proper 
Order. 

Pupils  should  be  required  to  assign  to  its  pr,)per  Sub- 
Class  and  Order  every  bird  with  which  they  are  a.:;quainted, 
or  which  they  can  name. 

*REPTILIA.     (TWO  WEEKS.) 

Study  the  snake,  the  turtle,  and  the  lizard,  for  the  pur- 
pose of  obtaining  general  common  characteristics.     Compare 


212  ANIMALS. 


with  birds  and  establish  the  Class  Reptiles,  or  ReptUia. 
Study  the  same  animals  in  full. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Orders,  Serpents, 
01*  Ophidia,  Turtles,    or    Chelonia,  and  Lizards,  or  Sauria. 

Compare  with  Birds  and  make  outline  of  Reptilia  under 
Oviparous  Animals. 

Make  Eecords. 

Name  other  animals  belonging  to  Reptilia  and  assign  each 
to  its  proper   Order. 

BATRACHIA.     (^TWO  WEEKS.) 

Study  the  frog,  the  salamander  and  the  caecilia  for  the  pur- 
pose of  obtaining  general  characteristics.  Compare  with 
birds  and  reptiles  in  young,  and  in  mature  stages  of  life.  Es- 
tablish the  Class  Batrachia. 

Study  the  same  animals  in  full. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Orders,  Tailless 
Batrachians,  or  Anoura,  Tailed  Batrachians,  or  Urodela, 
Footless  Batrachians,  or  Apoda. 

Unite  with  outline  under  Ovipara. 

Make  Records. 


ZEica-xzorxz  o-:E^.i^iDE. 


PISCES.     (TWO  WEEKS.) 

Study  the  mackerel  and  the  sturgeon  for  the  purpose  of 
obtaining  the  general  common  characteristics.  Compare 
with  Birds,  Reptiles  and  Batrachians,  and  establish  the  Class 
Fishes,  or  •  Pisces. 

Study  the  mackerel  and  sturgeon  in  full. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Suh-  Classes,  Bony 
Fishes  and  Cartilaginous  Fishes. 


ANIMALS.  213 


Assign  to  its  proper  sub-class  every  fish  with  which  the 
pupils  are  acquainted. 

Unite  with  outline  under  Ovipara,     Make  Records, 

Compare  in  review  all  animals  studied  and  obtain  the 
Branch   Yertehrata. 

Outline   Yertehrata  in  full. 

By  way  of  review  and  cToss-section  woik  have  pupils 
assign  to  each  vertebrate  animal  known  to  them  the  })ranch, 
sub-branch,  class,  sub-class,  order,  super-order,  and  family, 
when  possible. 

Make  liecords  to  include  all  of  the  foregoing  points. 
The  Records  should  be  made  uniform  in  size.  They  should 
be  kept  neat  and  clean,  and  should,  be  preserved  by  the  pupils. 

ARTICULATA.     (TEN  WEEKS.) 

Study  the  wasp,  the  crab,  and  the  common  earth  worm,  to 
obtain  the  general  common  characteristics.  Establish  the 
Branch  Arti«;ulates,  or  Artieulata. 

Compare  with  animals  previously  studied  and  establish 
the  Sub- Kingdom  Invertebrates,  or  Invertehrata. 

Study  the  same  animals  in  full. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Classes  Insects,  or 
InseGta\  Crustaceans,  or  Crustacea^  and  Worms,  or  Yermes. 

Make  Records.  Make  outline  of  Articulates  as  far  as 
learned. 

INSECTA. 

Study  the  wasp,  the  spider  and  the  myriapod. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Super-  Orders 
Six-footed  Insects,  or  Ifexapoda;  Many-footed  Insects,  or 
Myriapoda;  and  Spiders  or  Arachnida. 

Make  Records.     Unite  outline  with  Artieulata. 

HEXAPODA. 

Study  the  wasp,  the  butterfly,  the  common  housefly,  the 
cicada,  the  dragon  fly,  the  grasshopper,  and  the  beetle. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Orders  Membra- 
nous-winged Insects,  or  Hytnenoptera ;  Scale-winged  Insects, 

-54-  " 


214  ANIMALS. 


or  Lejndojptera^  Two-winged  Insects,  or  Diptera\  Half- 
winged  Insects,  or  IIemijptera\  Nerve-winged  insects,  or 
I^eurojptera\  Straight- winged  Insects,  or  Orthoptera\  Sheath- 
winged  Insects,  or  Coleojptera. 

Make  Records.      Unite  outlines  with  Articulata. 

Kame  all  insects  known  to  the  pupils,  and  assign  each  to 
its  proper  order. 

CRUSTACEA. 

Stndy  the  crab  and  the  lobster,  and  establish  the  Super- 
Order  Ten-footed  Crustaceans,  or  Decapoda. 


ISriliT'T'XZ  C3-:E^.i^IDE. 


MOLLUSCA.     (TWO    WEEKS.) 

Stndy  the  cuttlefish,  the  snail  and  the  oyster,  for  the  pur- 
pose of  obtaining  their  general  common  characteristics. 
Compare  with  Articulata  and  establish  the  Branch  Mpllusks, 
or  Mollusca. 

Study  the  same  animals  in  full. 

COMPARISONS. 

By  the  study  of  differences  obtain  the  Classes  Head- 
footed  Mollusks,  or  Cephalopoda;  Belly-footed  Mollusks,  or 
Gasteropoda-,  Headless  Mollusks, or  Acephala. 

Unite  with  outline  under  Invertehrata. 

Make  Kecord  of  each  animal  studied. 

RADIATA.     (TEN  WEEKS.) 

Study  the  starfish,  the  jelly  fish,  and  the  coral,  for  the 
purpose  of  obtaining  the  general  common  characteristics. 
Compare  with  animals  previously  studied,  and  establish  the 
Branch  Radiates,  or  Badiata: 

Unite  with  previous  outline.     Make  Records. 

Study  likenesses  of  all  groups  of  animals  learned,  and 
obtain  Animal  Kingdom. 

Review  and  outline  the  entire  work. 


HUMAN  BODY.  'Jl5 


iMuMAN        iMoDY 


FIRST    SERIES. 


I^J]E^ST    (3-:E^^a^X)E. 


Lead  pupils  to  see  that  the  principal  parts  of  the  body  are 
the  head,  the  trunk,  the  upper  extremities  and  the  lower  ex- 
tremities.    Let  them  give  position  in  each  instance. 

I      Hgad.  <SI^  WEEKS,) 

Parts: — Top  or  crown^  front  or  face^sidss,  bach. 

1.  Teach  that  the  top  and  back  parts  of  the    head  are 

covered  with  hair. 
Give  use  and  care  of  the  liair. 

2.  On  the  sides  of  the  head  are  found  the  ears. 

Give  use  of  the  ears;  give  care  of  the  ears, as  follows: 
Keep  clean ;  cleanse    with   warm  water;  do   not   put 
objects  in  the  ears;  do  not  pick  the  ears  with  pins. 
B.  On  the   front    or   face  are  found   the  forehead,  eyes, 
nose,  cheeks,  lips  and  chin. 
{a)  Give  position  of  the  forehead. 

(b)  Give  the  parts  of  the    eyes,  as   follows:  brows,  lids, 
lashes,  balls. 


216  HUMAN  BODY. 


Give  the  position  of  each  part. 

Give  the  use  of  each  part. 

Give  the  care  of  each  part,  as  follows : 

Keep  clean  ;    do  not  rub  the  eyes  with  the  hands  ;  do 
not  rub  the  eyes  to-  get  out  dust  or  cinders ;  do  not 
strain  the  eyes  by  looking  at  the  sun,  reading  by  twi- 
light or  by  poor  light,  or  by  looking  cross-eyed. 
(g)  Give  position  and  uses  of  the  nose. 

Give  care  of  the  nose,  as  follows: 

Keep  clean — proper  time — manner;  do  not  push  sub- 
stances up  the  nose. 

(d)  Give  position  of  the  cheeks — right,  left. 

(e)  Give  position  and  use  of  the  lips — upper,  lower. 
{/)  Give  position  of  the  chin. 

II.  Trunk. 

Give  general  use  of  the  trunk. 

III.  Upper  Extremities,    (three  weeks.) 

Parts: — A?'m,  forearm,  wrist,  hand. 
Give  the  position  of  each  part. 
Give  connection  of  parts — ^joints. 
Give  parts  and  position  of  parts  of  the  hand,  as  follows : 

back,  palm,  lingers,  thumb,  nails. 
Give  connection  of  parts — joints. 
Give  uses  of  the  hand — for  carrying  food  to  the  mouth; 

for  work;  for  protection. 
Give  care  of  the  hands : 
Keep  clean  and  dry;    keep  the  nails  clean    and    short 

(when  and  how);  do  not  strain  the  joints   by  pulling 

the  parts  to  make  them  crack. 

IV.    Lower  Extremities.        (three  weeks,  including  a  Review.) 

Pakts: — Thigh,  leg.  anhle,  foot. 
Give  the"  position  of  each  part. 
Give  connection  of  parts — joints. 

Give  parts  of  the  foot,  as  follows  :  heel,  instep,  sole,  toes. 
Give  the  position  of  each  part. 
Give  uses  of  the  foot — running,  walking,  jumping. 


HUMAN  BODY.  217 


Give  care  of  the  feet : 

Keep  clean ;  when  sitting  let  the  feet  rest  upon  the  floor; 
do  not  twist  the  feet  when  walking;  do  not  stand 
upon  the  sides  of  the  feet  ;  avoid  wearing  tight  shoes. 

V.  Skin. 

The  covering-  of  the  body  is  called  skin. 
The  skin  should  be  kept  clean  by  bathing  as  often  as  once 
or  twice  a  week. 


SECOISTHD    O-IE^-^IDE. 


DIGESTION.     (SIX  WEEKS.) 

I.  Food. 

Lead  pupils  to  state  why  we  eat,  where  the  food  is  first 
received,  what  process  it  undergoes  there,  and  by  w^hat 
means  this  is  accomplished. 

II.  Teeth. 

1.  Location.     2.  Covering.     3.  Kinds — incisors,  molars, 
canines. 
Give  the  form  and  use  of  each  kind,  and   tell   where 

situated. 
Give  the  care  of  the  teeth,  as  follows : 
Keep  clean  (manner  of  cleaning);  do  not  pick  the  teeth 

with  hard  substances ;    do  not    crack    nuts    with  the 

teeth  (show  why). 

III.  Tongue. 

1.  Location.     2.  Uses, 

IV.  Saliva. 

Lead  pupils  to  state  the  effect  of  chewing  (food  is  moist- 
ened)   and    discover   whence  the  moisture  comes    and 
what  it  is  called. 
Give  care  of  sacs. 

Do  not  chew  gum ;  do  not  chew  tobacco. 
Teach  that  in  chewing  gum  the  saliva  is  wasted  (show 

why  it  should  not  be  wasted). 
Teach  that  in  chewing  tobacco  the  saliva  is  poisoned 

(show  w^hy  it  should  not  be  poisoned). 

-55- 


218  HUMAN  BODY. 


When  the  food  is  swallowed  it  goes  through  a  tube  into 
a  sac  called  the  stomach. 

V.  stomach. 

1.  Location.  2.  Use.     3.  Care. 

Give  uses  of  the  stomach — to  receive  food  ;    to  soften 

and  mix  the  food.     Give  name  of  the  fluid  found  in 

the  stomach. 
Give  care  of  the  stomach: 

(a)  Time  of  taking  food — stated  times;  do  not  eat  between 

meals. 

(b)  Manner  of  eating — eat    slowly;  masticate  thoroughly; 

do  not  drink  while  eating. 

(c)  Quantity  of  food — do  not  eat   too  much ;  stop  eating 

before  fully  satisfied. 

(d)  Condition  of  food — do  not  take  food  very  hot  nor  very 

cold  ;  hot  food  more  healthful  than  cold. 
The    food  passes  from  the  stomach  in^o  the  intestines. 
All  that  part  of  the  food  that  can   be  used  to    make 
blood  is    taken    by  many  little   vessels  and   goes  to 
another  sac  called  the  heart. 


CIRCULATION.     (TWO  WEEKS.) 

I.  Heart. 

1.  Location. 

2.  Use. 

Acts  as  a  force  pump  to  drive  the  blood  through  tubes 

to  all  parts  of  the  body. 
This  action  is  shown  by  the  beating  of  the  heart. 
The  effect  of  this  action  is  shown   by   the   flowing   of 

blood  when  the  flesh  is  cut. 
When  the  heart  stops  beating  we  die. 
Kemarks:  1.  The  tubes  through  which  the  blood   flows   are 
called  veins. 

2.  "When  the  flesh  is  cut,  one  or  more  veins  are  cut 
and  the  blood  flows  out. 

3.  As  the  blood  passes  through  the  tubes,  portions 
of  it  are  left  to  nourish  the  different  parts  of 
the  body. 


HUMAN  BODY.  'Jl9 


rr:ET.XTiiD  o-ie^^^zdie:. 


RESPIRATION.     (TWO  WEEKS.) 

By  observing  very  closely,  a  movement  of  the  upper  part 
of  the  body,  called  the  chest,  may  be  seen. 

This  movement  takes  place  when  we  breathe. 

Air  passes  through  the  mouth  and  nose,  thence  through  a 
tube  called  the  windpipe  into  the  body. 

Air  is  received  by  two  sponge-like   sacs  called  lungs. 

Air  passes  out  again  through  the  same  tube. 

I.  Lungs. 

Location. 

II.  Passages. 

1.  Trachea  (windpipe).     2.  (Esophagus. 

Give  use  of  each ;  give  cause  of  «hoking ;  teach  care  in 
swallowing. 

SENSATION.     (SIX  WEEKS,  irxluding  a  Review.) 

Teach  the  fifth  sense,  that  of  feeling,  reviewing  each 
of  the  other  four. 

Give  the  location  of  each  of  the  five  senses. 

Give  the  location  of  the  knowledge  of  the  effect  of  these- 
senses. 

Give  the  term  organ,  and  the  definition  of  each  organ. 

Teach  how  knowledge  is  carried  to  the  brain. 

I.  Nerves. 

Distribution. 


SECOND    SERIES. 


(THREE  MONTHS.) 
BONES. 

Structure. 

1.  Hollow.      2.  Cylindrical.      S.  Filled  with  a   soft 

SUBSTANCE   CALLED  MARROW.       4,    EnDS    ENLARGED: 


220  HUMAN  BODY. 


II.  Qualities. 

1.  Lightness.     2.  Hardness.    3.  Elasticity.    4.  Strength. 

III.  Distribution. 

1.  Head. 

(a)  Skull, — (1)  location,  (2)  number,  (3)  form,  (4)  use,  (5) 
care;  avoid  concussions;  treatment  of  bruises, — 

(b)  Ear, — (1)  location,  (2)  number,  (3)  form,  (4)  use, — 
(<?)  Face, — (1)  names  of  principal  bcmes,  (2)    number,   (3) 

location  of   principal  bones,    (4)    attention   to    differ- 
ences in  form. 

2.  Trunk: — 

{a)  Thorax, — (1)  Spinal  Cohtmn, —  {aa)  location,  {bh) 
structure,  {ee)  number,  {dd)  use ,  (ee)  care — manner  of 
sitting  and  standing;  do  not  strain  by  lifting  too  heavy 
weights;  (2)  Bibs, — {aa)  location,  (bb)  shape,  (6^*)  use, 
{dd)  care ;  do  not  compress  with  clothing  or  belts ; 
(3)  Breast-bone, — {aa)  location,  {bb)  use,  {cc)  name — 
sternum, — 

(b)  Pelvis, — (1)  location,  (2)  number,  (3)  use. 

3.  Upper  Extremities  : — 

{a)  Shoulder, — (1)  location,  (2)  number,  (3)  names — clavi- 
cle, scapula, — (4)form, — 

{b)  Arm, — (1)  location,  (2)  size,  (3)  form,  (4)  name — 
humerus, — 

{e)  Forearm, — (1)  location,  (2)  relative  size,  (3)  names — 
ulna,  radius, — 

{d)  Wrists — (1)  location,  (2)  number,  (3)  use, — 

{e)  Hand,—{\)  location,  (2)  number,  (3)  parts — palm,  fin- 
gers, thumb. 

4.  Lower  Extremities:— 

{a)  Thigh, — (1)  location,  (2)  size,  (3)  form,  (4)  name — 
femur, —     ( Compare. ) 

(5)  Knee, — (1)  location,  (2)  size,  (3)  form,  (4)  use,  (6) 
name — patella, — 

{c)Leg, — (1)  location,  (2)  size,  (3)  form,  (4)  use,  (5)  rela- 
tive size,  (6)  comparison  with  corresponding  bones  in 
upper  extremities,  (7).  names — tibia,  fibula, — 


HUMAN  BODY.  221 


{d)  AiiMe, — (1)  Ic^catiou,  (2)  number,  (3)  comparison  with 
corresponding  part  in  upper  extremities,  (4)  why  easily 
sprained, — 

{e)  Foot, — (1)  location,  (2)    number,  (3)  comparison  with 
corresponding    parts     of    hand    in     respect    to     size 
and  shape,   (4)  care ;  do    not  wear  tight  boots  or  shoes; 
keep  warm  and  dry. 
Review  work  on  teeth. 
Review  work  on  joints. 

IV.  Connections. 

1.  Locations.     2.   Kinds — liinge^  hall  and  socket.     3.  Ef- 

I  FECT  OF  exercise. 


LIGAMENTS     (GENERAL  IDEA.) 

I.  Location. 

II.  Form. 

III.  General  Properties. 

1 .  Flexibility.     1.  Elasticity.     3.   Smoothness. 

IV.  Uses. 

V.  Care. 

1.  Sit  and  stand  erect. 

2.  Do  NOT  strain  by  lifting. 
Remark:  Teach  what  a  sprain  is. 

MUSCLES.     (GENERAL  IDEA.) 

I.  Location. 

II.  Structure. 

1.  Parts.     2.  Arrangement. 

III.  Properties. 

2.  Contraction.     2,  Relaxation. 

IV.  Attachment. 

1.  Tendons  (inelastic): — 
{a)  location,  (h)  color, 

V.  Uses. 

1.  Motions: — 

(a)  of  parts  of  body,  {h)  of  air  from  lungs,  (G)  of 
blood  from  the  heart.  (Review  circulation  and  res- 
piration as  given  before). 

2.  To  KEEP  BODY  IN  ERECT  POSITION. 
-56- 


222  HUMAN  BODY. 

VI.  Kinds. 

1.  Flexors.     2.  Extensors. 

VII.  Care. 

1.  Proper  Exercise.     2.     Proper  rest. 
Pemarks : 

1.  Sleep  is  the  best  rest. 

2.  Children  require  more  sleep  than  grown  persons. 

3.  The  blacksmith's  and  gymnast's  arms  are  strong  because 
they  are  much  used. 


T^XT^rD^H    O-IE^-^IDE. 


(THREE  MONTHS.) 
SKIN.     (GENERAL  IDEA.) 

I.  Structure. 

1.  Epidermis, — (a)  hair,  (b)  nails. 

2.  Cutis  Yera, — (a)  nerves,  (h)  blood  vessels,  (c)  glands — 
oil,  sweat. 

II.  Use. 

1.  Protection.     2.  Absorption. 
Pemarks : 

1.  Teach  wh3^  liniments  are  used. 

2.  Teach  how  we  are  poisoned. 

3.  Teach  that  all  material  is  not  used,  but  some  is  thrown 
off ;  also  that  the  parts  of  the  body  are  wasted  by  use, 
and  that  the  waste  particles  are  thrown  off  bv  the  skin. 

III.  Care. 

1.  Bathing, — manner,  time,  frequency. 

2.  Clothing, — quality,  quantity,  manner  of  wearing, 
changes. 

3.  Light.     4.  Air. 

Remarks: — Cause  of  calluses,  blisters,  scars,  colds. 

BLOOD.     (GENERAL  IDEA.) 

I.  Composition. 

1.  Water.     2.  Coloring  matter.     3.  Salt.     4.  Lime. 

II.  Properties. 

1.  Coagulation, — (a)  result,  (b)  use. 

2.  Fluidity. 


HUMAN  BODY.  223 


III.  Kinds. 

1.  Arterial, — (a)  orii::in  of  name,  (b)  color,  (c)  use. 

2.  Venous, — (a)  orio^iii  of  name,  (b)  color,  (c)  use. 

IV.  Care. 

1.  Puke  Air.     2.  Exercise.     3.  Food — quantity,  quality. 

DIGESTION. 

I.  Operations. 

1.  Mastication: — 

(a)  Or(/:i?is, — (1)  Mouth — (aa)  location,  (bb)  action,  {co} 
use, — (2)  Teeth — (aa)  location,  (bb)  action,  (cg)  use, 
(eld)  kinds — shape,  use,  (ee)  care — (See  First  Series), — 
(3)  Tongue — (aa)  location,  (bb)  acticm,  (cc)  use, — (4) 
Salivary  Glands — (aa)  kinds,  (bb)  location,  (cc)  action? 
(dd)  use,  (ee)  care. 

(b)  Objects: — (1)  To  crush  food, — (2)  To  moisten  food. 

2.  Deglutition: — 

(a)  Organs^ — (1)  Pharynx, — (aa)  location,  (bb)  use,  (cc) 
care,  (2)  Oesophagus, — (aa)  location,  (bb)  use. 

{b)  Object. — (1)  To  carry  food  from  the  mouth  to  the 
stomach. 

3.  Digestion  Proper: — 

(a)  Organs, — (1)  Stomach — (cccc)  location,  (bb)  parts, 
(gg)  name  and  use  of  each  part,  (dd)  use,  (ee)  care, — 
(2)  Intestines- — (aa)  name  and  relative  size,  (bb)  location, 

(gg)  use. 

(b)  Object, — (1)  To  change  food  into  blood  material. 

FOOD. 

I.  Composition. 

1.  Lime.     2.  Starch.     3.  Albumen.     4.  Water.     5.  Salt. 
6.  Fat. 

II.  Use. 

1.  Bones  are  chiefly  made  from  the  lime  we  eat  in  or.r  food. 

2.  Fat  is  made  from  the  fat  and  starch  we  eat  in  our  food. 

3.  Muscle  is  made    from    the    albumen    which    our   food 
contains. 

4.  A  large  portion  of  the  body  consists  of  water  which  our 
food  contains. 


224  HUMAN  BODY. 


5.  The  teais,  perspiration  and  blood  contain  salt  that  is 
taken  in  our  food. 

6.  The  fatty  and  fat-prodneing  substances  which  we  eat 
produce  heat. 

III.  Selection. 

1.  Wheat,  corn,  oats,  rye  contain  mostly  albumen,  and 
these  substances  are  taken  to  make  muscle  and  fat. 

2.  Lean  meat  contains  albumen  and  makes  muscle. 

3.  Fat  meat  produces  heat. 

4.  Milk  contains  albumen  and  oil,  and  makes  muscle  and 

heat. 

5.  Eggs  contain  albumen  and  make  muscle. 

6.  Vegetables  contain  starch  and  water. 

7.  Fruits  contain  sugar  and  water. 

8.  From  starch  and  sugar  fat  is  made. 
Remarks: 

1.  The  Laplanders  and  Esquimaux  eat  a  great  deal  of  fat 
because  they  liye  in  very  cold  countries*. 

2.  The  inhabitants  of  the  torrid  zones  eat  much  fruit  be- 
cause fruit  produces  no  heat. 

Conclusions : 

1.  In  the  summer  time  we  should  eat  fruits  and  vegetables, 
unless  we  work  hard,  in  which  case  we  should  eat 
some  meat. 

2.  In  the  winter  we  should  eat  hearty  food,  as  grains  and 
meat.  We  should  avoid  eating  fat  unless  working  hard 
or  exposed  to  the  cold. 

3.  Too  much  hearty  food  is  injurious. 

4.  Food  taken  late  at  night  is  injurious. 
Re  vie  ^^  First  Series. 


CIRCULATION     (THREE  MONTHS.) 

I.  Organs. 

1.  Heart, — {a)  location,  (h)  parts,  (c)  number  and  names 
of  parts,  {d)  form,  (e)  composition,  (/*)  properties — 
contraction,  relaxation,  {g)  covering,  (A)  action,  (i)  use. 


HUMAN  BODY.  225 


2.  Arteries, — («)  distributioi),  (b)  structure,  (c)  form, 
(d)  action,  (/)  properties — contraction,  relaxation. 

3.  Capillary  Yeins.     (See  Arteries  for  topics.) 

4.  Veins.     (See  Arteries  for  topics.) 

II.  Object. 

1.  To  furnish  nutriment  for  the  tissues. 

2.  To  carry  decomposed  material,  in  the  form  of  carbon, 
back  to  the  lungs  for  exhalation. 

3.  To  carry  substances  back  to  the  lungs  for  renovation. 
Remarks : 

1.  When  a  slight  cut  is  made  the  capillaries  are  severed. 

2.  When  a  deeper  cut  is  made  veins  or  arteries  are 
severed. 

3.  When  arteries  are  cut  the  flow  of  blood  should  be 
stopped  by  cording  tightly  the  part  above   the  wound. 

4.  In  ail  cases  of  bleeding  keep  the  wound  clean. 

5.  Do  not  allow  any  foreign  substance  to  come  in  contact 
with  the  wound,  for  fear  of  poisoning. 

6.  The  venom  of  a  snake  is  poisonous  only  when  it  gets 
into  the  blood. 

7.  If  the  poison  be  immediately  sucked  from  the  wound, 
the  danger  may  be  averted. 

8.  In  case  the  poison  cannot  be  withdrawn  the  part  should 
be  l)ound  tightly  above  the  wound  to  prevent  circu- 
lation. 

9.  Blood  flows  more  freely  to  parts  in  action  than  to  other 
parts. 

10.  After  we  have  eaten,  more  blood  is  needed  and,  if 
not  prevented,  will  flow  to  the  stomach  to  assist  in 
digesting  the  food. 

11.  For  at  least  an  hour  after  eating  we  should  not  indulge 
in  violent  exercise — running,  jumping,  or  hard    work. 

12.  Lessons  should  not  be  studied  immediately  after  eating. 

13.  Headaches  are  caused  by  too  much  blood  in  the    head. 

14.  Hot  foot-baths  relieve  the  head  by  drawing  from  it 
part  of  the  blood. 

15.  Blisters  are  sometimes  placed  on  the  head  to  draw  the 
blood  from  the  brain  to  the  surface. 

—57- 


226  HUMAN  BODY. 


RESPIRATION. 

I.  Movements. 

1.  Inspiration.     2.  Expiration. 

II.  Organs. 

1.  Lungs, — (a)  location,  {h)  texture,  (e)  structure,  (^)  prop- 
erties—  expansion,  contraction,  (e)  parts  —  bronchial 
tubes,  lobules,  air-vessels,  (f)  air. 

2.  Diaphragm, — (a)  location,  (b)  structure,  (o)  composi- 
tion, {d)  movements,  (e)  use. 

3.  Intercostal  Muscles, — (a)  location,  (h)  properties. 

III.  Avenues. 

1.  Nose.  2.  Mouth.  3.  Pharynx.  4.  Larynx.  5.  Trachea. 
6.  Bronchi. 

IV.  Object. 

1.  To  purify  the  blood  and  fit  it  for  use,    by  freeing  the 
impure  blood  of  the  waste  matter  which  it  contains. 

2.  To  change  the  digested  food  into  blood. 
Remarks : 

1.  Air  is  made  impure  by  the  waste  material  of  the  body, 

which  is  thrown  from  the  lungs. 

2.  Impure  air  is  poisonous. 

(Refer  to  foul  air  in   wells,  mines,   etc.,  and    explain 
in  full.) 

3.  Impure  air  in  .sleeping  and  dwelling  rooms  is  of  the 
same  kind. 

4.  It  is  injurious  to  sit  in  crowded  rooms. 

5.  Impure  air  is  heavier  than  pure  air;  therefore  is  at 
the  bottom  of  the  room. 

6.  It  is  unwholesome  to  sleep  in  small  and  poorly-venti- 
lated rooms. 

7.  It  is  unwholesome  to  breathe  air  that  contains  gas  from 
a  pipe  or  a  stove. 

8.  It  is  unwholesome  to  breathe  air  that  contains  dust. 

9.  Persons  who  work  in  dusty  factories  are  short-lived. 

10.  Persons  who  work  at  grindstones  or  emery  wheels  are 
short-lived. 

11.  Air  which  contains  iron  filings  is  unhealthful. 


HUMAN  BODY.  227 


12.  The  dust  in  grain  ware-houses,  fl  »uring  mills  and  plan- 
ing mills  is  unhealthful. 

13.  Respirators  are  used  by  many  who  work  in  such  places. 

14.  Air  shoald  be  taken  through  the  nose  and  not  through 
the  mouth.  The  hair  in  the  nose  acts  as  a  respirator 
and  should  not  be  removed.  (Show  how  a  respir- 
ator acts.) 

15.  Too  rapid  breathing,  caused  by  running  and  jumping, 
is  injurious. 

16.  Do  not  run  up  nor  down  stairs. 

17.  When  breathing,  air  should  be  taken  into  all  parts  of 
the  lungs;  breathing,  therefore,  should  be  deep. 

18.  The  lungs  should  not  be  compressed  in  any  way. 


THIRD    SERIES. 


SE^VEi^i'ia:  o-iE^-^ZDE. 


(THREE   MONTHS.) 
BONES. 


Review  the  subject  Bones  and  teach  composition  of  bones, 
calling  attention  of  pupils  to  the  differences  in  bones  of 
young  and  old. 

1.  Review  bones  of  t]iQhead.  Call  attention  to  the  struc- 
ture of  the  skull,  the  location  of  the  bones,  and  the  pe- 
culiar adaptation  of  form  and  structure  to  use.  Call 
attention  to  the  bones  of  the  ear  and  associate  names 
with  shapes. 

2.  Review  bones  of  the  trunk.  Call  attention  to  the  loca- 
tion and  structure  of  spinal  column,  ribs,  sternum 
and  pelvis,  dwelling  at  length  on  the  adaptation  of 
the  parts  to  the  wants  and  uses  of  man.  Show  the 
effect  of  injuries,  the  causes  of  round  shoulders,  etc. 

3.  Review  bones  of  upjper  extremities  and  give  scientific 
names.     Call   attention   to  the  formation  of  the  hand, 


228  HUMAN  BODY. 


dwelling  at  length  on  the  parts  and   their   adaptation 
to  use. 

4.  Eeview  bones  of  lower  extremities  and  give  scientific 
names.  Call  attention  to  the  foot,  dwelling  at  length 
on  the  structure  and  the  adaptation  of  structure  to  use. 

5.  Expand  Care  of  Bones,  and  draw  from  pupils  the 
reason  that  bones  of  the  old  are  broken  more  easily 
than  those  of  the  young. 

6.  Outline  the  subject  Bones. 

LIGAMENTS. 

1.  Review  entire  subject. 

2.  Outline  the  subject  Ligaments. 

CARTILAGE. 

I.  Location. 

II.  Properties, 

1.  Elasticity.     2.  Compressibility. 

III.  Composition. 

IV.  Use. 

1.  To  protect  the  bones  from  injury.     2.  To  connect. 

V.  Outline  Cartilage. 

MUSCLES. 

Review  the  subject  Muscles,  and  teach  forms  of  muscles. 
Call  attention  to  adaptation  of  form  to  situation. 

Explain  the  action  of  the  muscles  in  running,  jumping,  etc. 
Outline  the  subject  Muscles. 

CELLULAR  TISSUE. 

I.  Location. 

II.  Composition. 

III.  Structure. 

1.  Fibres.     2.  Cells. 

IV.  Property. 

1  Elasticity. 

V.  Use. 

1.  To  CONNECT  organs. 

2.  To     PROTECT    NERVES    AND    BLOOD-VESSELS    AND    ENCLOSE 
MUSCULAR  fibres. 

Outline  the  subject  Cellular  Tissue. 


HUMAN  BODY.  229 


ADIPOSE  TISSUE. 

I.  Location. 

1.  Beneath  the  skin. 

2.  About  the  diffeeent  organs. 

II.  Composition. 

1.  Cellular  Tissue.     2.  Fatty  substance. 

III.  Use. 

1.  To  retain  heat.     2.  For  protection. 
Outline  the  subject  Adipose  Tissue. 

skin. 

Review  the  subject  Skin,  dwelling  more  fully  on  struc- 
ture.    Give  names  of  glands. 

Call  attention  to  the  size  and  number  of  the  glands,  and 
the  necessity  of  keeping  them  open. 

Review  the  subject  Care.     Outline  the  subject  Shin. 

BLOOD. 

Review  the  subject  Blood,  and  expand. 
Outline  the  subject  Blood. 

digestion. 

Review  the  subject  Digestion. 

1.  Give  more  about  the  gastric  juice  and  its  action  on  the 
ingredients  of  the  food. 

2.  Give  the  peristaltic  action  of  the  oesophagus  and 
stomach  and  the  effect  of  this  action. 

3.  Explain  how  the  food  is  retained  in  the  stomach, 
(valves,  bands.) 

4.  Give  changes  which  the  food  undergoes  in  the  intes- 
tines, and  how  these  changes  take  place. 

5.  Give  names  of  juices  and  tell  where  they  are  secreted; 
also,  give  names  and  descriptions  of  organs — Pancreas, 
Liver,  Follicles  of  small  Intestine. 

6.  Give  appearance  and  name  of  food  in  small  intestine. 

7.  Give  an  exhaustive  review  of  Food, — composition, kinds, 
time  required  for  digesting  different  kinds. 

Outline  the  subjects  Food  and  Digestion. 

-58- 


230  HUMAN  BODY. 


ABSORPTION. 

I.  Organs. 

1.  Lining  membrane  of  intestines: — 

(a)  extent,  {b)  nature — thin,    flexible,    soft,     (c)    action, 
(d)  use. 

2.  Blood  vessels  of  small  intestine  : — 
{a)  location,  {h)  action,  (c)  use. 

3.  Lymphatic  vessels  : — 

Kinds, — (1)  lacteals — {aa)  location,  (bb)  action,  ((?6')  color, 
{dd)  use,  (2)  b^mphatics — (See  lacteals.) 

4.  Walls  of  capillaries: — 
(a)  action,  {h)  use. 

II.  Object. 

1.  To  remove  nutriment  from   intestines    to    circulatory 
vessels. 

2.  To  remove  nutriment  for  the  formation  of  tissue. 

3.  To  remove  matter  which  requires  renovation. 

4.  To  remove  matter  which  has  become  useless. 
Outline  the  subject  Absorption. 

CIRCULATION. 

Review  entire  subject.     Dwell  at  length  upon  tha  mechan- 
ism of  heart.     Outline  the  subject  Circulation. 

RESPIRATION. 

Give  an  exhaustive  review  of  organs,  avenues  and  mech- 
anism. 

1.  Action   of    blood-globules.      (Lessons    on  combustion 
must  precede  this  topic.) 

2.  Exhaust  Care,  giving  reasons  for  all  information  before 
given. 

3.  Describe  modes  of  ventilation  ;  decide  which  is  prefer- 
able, and  give  reasons. 

Outline  the  subject  Respiration. 

NUTRITION. 

I.  Assimilation. 

1.  Organs: — 
Tissues, — (1)  kinds — cellular,  osseous,  muscular,  mucous, 
nervous,  (2)  location,  (3)  structure,  (4)  action — regular, 
irregular. 


HUMAN   BODY.  231 


2.  Nutritive  element: — 
Blood — (See  Outline.) 

3.  Ob.ject: — 

To  produce  tissue  element  from  the  blood. 

IL  Secretion. 

1.  Organs: — 

(a)  Glands^ — (1)  structure,  (2)  kinds, — (aa)  liver — loca- 
tion, substance  formed,  use, — (bb)  pancreas — location, 
substance  formed,  use, — (cc)  salivary  glands  (See  liver 
for  topics, — {dd-}   milk   glands    (See  liver   for   topics). 

(b)  Membranes^ — (1)  structure,  (2)  kinds — mucous,  lin- 
ing, (3)  use. 

2.  Object: — 

To  produce  certain  substances    necessary    in    the    animal 
economy. 

III.  Excretion. 

1.  Organs: — 

Glands^ — (1)  kidneys — {aa)  location,  (bb)  form,  {cc) 
structure,  {dd)  substances  excreted — creatine,  creat- 
inine, urea,  urate  of  soda,  (2)  lungs — {aa)  (See  respi- 
ration), ijbb)  substances  thrown  off — carbonic  acid  gas, 
animal  matter,  vapor,  (3)  sebaceous  glands — {aa)  loca- 
tion, (65)  structure,  (cc)  substance  thrown  out,  (4)  sweat 
glands — {aa)  location,  {bb)  structure,  {cc)  substances 
thrown  out — animal  matter,  water,  minerals. 

2.  Object: — 

To  rid  the  system  of  waste  material. 
Outline  Nutrition. 


Ei3-:E3:a?E3:  o-2^-^i:>e!. 


(THREE   MONTHS.) 
NERVOUS  SYSTEM. 

General  idea  of  Cerebro-Spinal  System. 

I.  Nerves. 

1.  Composition: — 
{a)  White  matter,  (J)  gray  matter,  {c)  membranb. 


232  HUMAN  BODY. 


2.  Stkuctuke; — 

(a)  Filaments,  (b)  sheath. 

3.  Kinds  as  to  origin: — 

(a)  Spinal, — (1)  arrangement,  (2)  distribution,  (3)  combi- 
nation— (aa)  spinal  cord — (aaa)  location,  (bhb)  compo- 
sition, (ecc)  structure — anterior,  posterior,  {ddd)  ter- 
mination, (eee)  use,  (4)  decussation, — 

(b)  Cranial, — (1)  general  use,  (2)  composition,  (3)  struc- 
ture, (4)  arrangement, — ^pairs — number,  origin,  distri- 
bution, use. 

4.  Kinds  as  to  function: — 
(a)  Sensation,  (b)  motor. 

II.  Brain. 

1.  Location. 

2.  Parts: — 

(a)  Medulla  oblongata, — (1)  location,  (2)  composition,  (3) 
structure,  (4)  form,  (5)  functions — respiration, — 

{b)  Cerebellum, — (See  medullcb  oblongata  for  topics.) 
Function  unknown, — 

(c)  Tuber  annulare, — (See  medulla  oblongata  for  topics.) 
Functions — sensation,  volition, — 

{d)  Cerebrum, —  (See  medulla  oblongata  for  topics.) 
Functions — memory,  reason,  judgment. 

3.  Care. 

General  idea  of  sympathetic  system. 

I.  Ganglia. 

1.  Location. 

2.  Composition, — gray  matter. 

3.  Connections, — {a)  with  each  other,  (b)  with  spinal  cord. 

4.  Use, — control  of  internal  organs. 

II.  Nerves. 

1.  Composition. 

2.  Distribution, — (a)   internal  organs,   ib)   arteries   and 
veins. 

3.  Action, — {a)  slow,  (J)  reflex. 

4.  Use, — to  receive  impressions  and  to  communicate  them 
to  the  ganglia. 


HUMAN  BODY.  233 


SPECIAL  SENSES. 

I.  Sight. 

1.  Okgans: — 

(a)  Oj^tio  Nerve ^ — (1)  origin,  (2)  decussation,  (3)  termi- 
nation, (4)  use — {aa)  to  receive  impressions  caused  by 
light  and  convey  them  to  the  brain, — 

{h)  Eyeball, — (1)  location,  (2)  form,  (3)  parts — {aa)  coats — 
sclerotic,  cornea,  choroid,  iris,  retina,  {bh)  humors — 
aqueous,  vitreous,  crystalline  lens,  (4)  movements — 
iaa)  kinds — upward,  downward,  inward,  outw^ard,  ro- 
tary, (bb)  mechanism — {aaa)  motor  nerves — third,  fourth 
and  sixth  pairs,  (bbb)  muscles — straight,  oblique,  (5) 
protection — {aa)  orbit,  (bb  )eyebrow^s,  {cc)  eyelids — (aaa) 
location,  (bbb)  number,  (ccc)  parts — lashes,  skin,  plates, 
conjunctiva, — (dd)  glands — lachrymal,  oil. 

2.  Object: — 

Perception  of  impressions  caused  by  sight. 

3.  Care: — 

(a)  The  eye  should  not  be  used  too  long  at  a  time. 

(b)  The  eye  should  not  be  exposed  to  a  too  brilliant  light. 

(c)  Reading  in  a  flickering  or  uncertain  light  is  in- 
jurious. 

{d)  The  eye  should  not  be  used  in  light  not  sufiiciently 
strong. 

(e)  Sudden  transitions  of  light  are  injurious. 

(f)  Long  continued  examinations  of  small  objects  are 
injurious. 

(g)  Objects  should  not  be  held  too  near  the  eye. 

(h)  The  eye  should  be  bathed  in  cold  water  every  morning. 
(i)  Teach  how  to  remove  objects  from  the  eye. 


(THREE  MONTHS.) 

I.  Hearing. 

1.  Organs: — 

(a)  Auditory  Nerve^ — (1)  location,  (2)  origin,  (3)  termi- 
nation, (4)  use, — 

—59— 


234  HUMAN  BODY. 


(h)  External  ear, — (1)  location,  (2)  parts — {aa)  auditory 
meatus,  {bh)  pinna — iaaa)  location,  {bhb)  parts — helis, 
antehelis,  tragus,  antetragus,  concha,  (ggg)  use — to  re- 
ceive vibrations  and  conduct  them  to  the  middle  ear, — 

(g)  Middle  ear, — (1)  location,  (2)  bones — iaa)  location, 
(bb)  size,  {gg)  form,  (dd)  names — anvil,  stirrup,  mallet, 
{ee)  use — to  increase  the  tension  of  the  tympanum  and 
to  conduct  impressions,  (3)  openings — {aa)  location, 
{bb)  number,  {gg)  names — auditory  meatus,  fenestra 
ovalis,  fenestra  rotunda,  mastoid  cells,  eustachian  tube,  - 

{d)  Internal  ear, — (I)  location,  (2)  form,  (3)  parts — {aa) 
vestibule — location,  form,  use,  {bb)  semi-circular  canal 
— location,   form,    use,    {gg)    cochlea — location,    form, 
use,  (4)  contents — lymph,  sheath. 
2.   Object  : — 

Perception  of  impressions  caused  by  sound. 

III.  Smell. 

2.  Organs  : — 
{a)  OlfaGtory  Nei've, — (I)  location,  (2)  origin,  (3)  termi- 
nation, (4)  use, — 
(J)  Wose, — (1)  location,  (2)    form,  (3)  parts — (<2«^)  bones — 
sphenoid,  ethnoid,  (bb)   fibro-cartilages— general    idea, 
{gg)    mucous    membrane^ location,   appendages,    use, 
(4)  cavities — nasal  fossae — location,  number,  use. 
2.  Object: — 
Perception  of  odors. 

IV.  Taste. 

1.  Organs: — 

{a  )Sj>eGial,—{\)  gustatory  neYYe—{aa)  location,  {bb)  origin, 
{cc)  termination,  {dd)  use,  (2)  tongue — {aa)  location, 
(bb)  form,  {gg)  parts — muscular  fibres,  lining  membrane, 
papillae, — 

(b)  Auxiliaries, — ^lips,  palate,  internal  surface  of  cheeks, 
upper  part  of  the  oesophagus. 

2.  Object:  — 

Perception  of  impi'essions  caused  by  food. 
Object  of  nervous  system — control. 
Outline  Nervous  System, 


HUMAN  BODY.  'jS6 


FORMATION  OF  VOICE. 

I.  Organs. 

1.  YocAL  Chords: — 

(a)  location,  (h)  number,  (c)  action. 

2.  Larynx  : — 

(a)  location,  (b)  form,  (e)  structure,  (d)  action. 

II.  Action  Involved. 

1.  Expiration — (how  involved.) 

ni.  Object. 

To  communicate  thoughts  and  feelings. 

IV.  Care. 

1.  The  head  should  be  held  erect. 

2.  The  muscles  of  the  neck  should  not  be  compressed. 

3.  Impure  air  is  injurious  to  voice. 

4.  Elementary  sounds  should  be  practiced  to  develop  and 
protect  the  organs. 

5.  The  voice  should  not  be  unduly  exercised,  especially  in 
young  persons. 

Outline  Voice, 

MOTION. 

I.  Organs. 

1.  Muscles.     2.  Motor-nerves.     3.  Sympathetic  nerves. 

II.  Kinds. 

1.  Voluntary: — 

(a)  Organs     involved — muscles,    motor-nerves,    spinal 
cord,  brain, — 

(b)  How  performed, — 

{c)  Parts  moved  voluntarily — head,  trunk  and    extrem- 
ities. 

2.  Involuntary: — 

{a)  Organs  involved— nm&QX.^'^,  sympathetic  nerves  and 
ganglia,  certain  motor  nerves, — 

(b)  How  performed, — 

(c)  Actions  involved — respiration,  absorption,  circulation, 
deglutition,  secretion,  excretion,  assimilation. 

III.  Object. 

To  sustain  life  and  to  enable  man  to  fulfill  the   condi- 
tions of  his  existence. 
Outline  Motion, 


236  HUMAN  BODY. 


SUPPORT. 

I.  Instruments. 

1.  Bones.     2.  Muscles.     3.  Ligaments. 

II.  Mechanism. 

III.  Object. 

To  preserve  the  equilibrium  of  the  body. 
Outline  Support. 

I'ROTECTION. 

I.  Instruments. 

1.  Bones.     2.  Muscles.     3.  Cartilage.     4.  Adipose  Tis- 
sue.     5.    bKIN. 

II.  Object. 

To  preserve  the  body. 
Outline  the  subject  Protection. 
Outline  the  entire  subject  Human  Body. 


FORM. 


237 


i^ii^ST  o-:ex,-^ide:. 


MATERIAL. 


Pupils  should  be  supplied  with  slates  and  long,  sharp 
pencils ;  also,  with  two  sets  of  measures  made  of  stiff  paper, 
or  wood,  and  divided  by  lines  as  shown  below.  In  the  first 
lessons  the  measures  used  should  be  one  inch  wide  and  two 
inches  long;  but  after  some  progress  has  been  made,  these 
should  be  replaced  by  measures  four  inches  long. 

The  teacher  should  take  charge  of  pencils  and  measures, 
and  should  appoint  pupils  to  distribute  them  at  the  begin- 
ning, and  to  collect  them  at  the  close,  of  each -lesson. 


POSITION. 

Pupils  should  assume  a  front  position,  and  the  body 
should  be  kept  as  nearly  upright  as  possible.^,  For  drawing- 
vertical  lines,  the  slate  should  be  placed  in  front  of  the 
pupil  and  parallel  with  the  edge  of  the  desk. 

For  drawing  horizontal  lines  the  slate  should  be  placed 
slightly    to    the    right  of   a  front  position,  and  it  should  be 

—60- 


238  FORM. 


slightly  inclined  so  that  the  pupil  may  have  free  movement 
of  the  arm  and  body. 

For  drawing  horizontal  lines,  the  pencil  should  be  held  in 
the  same  position  as  for  writing. 

For  drawing  light  vertical  lines,  the  pencil  should  be  held 
in  tlie  same  way  as  for  writing,  then  the  hand  should  be 
turned  to  the  right  so  that  the  pencil  shall  form  a  right  angle 
with  the  line  to  be  drawn. 

For  drawing  heavy  vertical  lines,  the  hand  should  be  turned 
toward  the  right  so  that  it  will  rest  npon  the  backs  of  the 
second,  third  and  fourth  fingers,  bringing  the  pencil  at 
right  angles  with  the  line  to  be  drawn. 

RIGHT  LINES,  SPACES.     (FOUR  MONTHS.) 

I.-/1.  Teach  the  definitions  of  a  line\    a   straight   line\    a 
\  curve  line ;  a  vertical  line. 

2.  Give  pupils  practice  in  drawing  lines  without  reference 
to  length. 

3.  Give  pupils  the  idea  of  an  inch  and  application  of  the 
same. 

4.  Teach  the  terms,  right,  left,  front,  back,   centre,  top, 
bottom,   above,   below,  beneath,  between,  in,  on  and 

under. 

6.  Draw  vertical  lines  two  inches  long. 
(Require  pupils  to  draw  from  top  downward.) 

6. /Teach  the  definition  oi  parallel  lines. 

7.  JDraw  three  vertical  lines  two  inches  long  and  one-half 
inch  apart. 

8.  One  inch  to  the  right  of  the  first  group  draw  a  second 
group. 

9.  One  inch  to  the  right  of   the   second   group   a   third 
group. 

PLAN. 

1.  At  given  signals  pupils  place   slates    in   position   for 
drawing  vertical  lines. 

2.  Pupils  sit  in  proper  position. 

W^.  Take  pencils  and  turn  the  hand  in  the  required  posi- 
tion for  drawing  vertical  lines. 


FOHM.  239 


The  pupils  are  required  to  give  close  attention  and  the 
teacher  dictates  as  follows: 

1.  One  inch  below  the  top  of  the  slate  make  a  point.  The 
teacher  counts  one^  and  each  member  of  the  class  fol- 
lows his  dictation. 

2.  Two  inches  below  this  point  make  another  point.  The 
teacher  counts  two. 

3.  Connect  these  points,  three. 

Require  pupils  to  draw,  commencing  at  the  first  point  with 
downward  movement  to  the  second. 

At  a  given  signal  pupils  takes  measures  and  measure, 

{a)  the  distance  from  the  top  of  the  slate  to  the  first  point, 

(h)  the  length  of  the  lines, 

The  teacher  calls  for  hands  of  those  who  find  lines, 

{a)  two  inches  long, 

(h)  more  than  two  inches  long, 

ic)  less  than  two  inches  long. 

Measures  should  be  left  upon  the  slates  while  the  teacher 
passes  among  the  pupils  and  examines  the  work,  criticising 
the  slightest  variations  in  length  or  direction. 

After  an  examination  of  slates,  measures  are  placed  upon 
the^desks  and  lines  erased.  The  teacher  dictates,  giving 
signals,  and  counting  one^  two,  three,  as  before.  Pupils 
draw,  and  criticisms  follow.  These  exercises  should  be 
continued  until  children  are  all  able  to  draw  vertical  lines 
two  inches  in  length.  The  teacher  should  insist,  during  the 
entire  lesson,  upon  correct  positions,  simultaneous  move- 
ments, and  accuracy  in  the  work. 

Teach  the  definition  oi  jparallel  lines. 

To  draw  a  group  of  vertical  lines,  the  pupils  draw  one  line 
as  in  previous  lessons.  Measures  are  applied  as  before,  and 
if  the  line  is  too  long  the  pupil  is  allowed  to  make  it  shorter, 
or  if  too  short,  to  make  it  longer. 

The  teacher  then  dictates  as  follows: 

1.  One-half  inch  to  the  right  of  the  first  point  make  a 
point.     Teacher  counts  one. 

2.  Two  inches  below  this  point  make  another  point,  two. 

3.  Connect  these  points,  three. 


240  FOHM. 


4.  Take  measures  and  see  that  the  lines  drawn  are  one- 
half  inch  apart. 

The  teacher  examines  the  work. 

(Keqiiire  the  pupils  to  saj,  These  lines  are  vertical  and 
parallel.  Tell  why  the  lines  are  said  to  be  vertical  and  why 
parallel.  If  necessary,  the  pupils  should  be  allowed  to  erase 
this  line  and  try  again.) 

5.  One-half  inch  to  the  right   of   the   second   line    draw 
another  vertical  line,  one,  two,  three. 

6.  One  inch  to  the  right  of  this  gnnip  and  one  inch  from 
the  top  of  the  slate  make  a  point,  one. 

7.  Two  inches  below  this  point  make  another  point,  two. 

8.  Connect  these  j)(»ints,  tkree. 
(Measures  are  applied.) 

9.  One-half  inch  to    the  right    draw  a  vertical  line,  07ie, 
two,  three. 

10.  One-half  inch  to  the  right  of  the  last  line  drawn  draw 
a  vertical  line,  one,  two,  three. 

11.  One  inch  to  the  right  of  the  second  group  draw  a  third 
group. 

(The  teacher  dictates  and  counts.) 

FORM. 

II. — 1 .  Do  work  corresponding  to  I,   using  horizontal  lines. 

Require  pupils  to  draw  from  left  to  right. 

Fellow  the  plan  given  for  vertical  lines. 

2.J  Teach  the  definition  of  a  horizontal  line. 
III. — 1.  Draw  two  vertical  lines  two   inches    long  and  one 
inch  apart. 

2.  Divide  and  sub-divide  the  space  between  these  two  lines 
by  drawing  vertical  lines. 

3.  Do  corresponding  work  with  lines  two  inches  long  and 
.two  inches  apart. 

IV. — Do  work  corresponding  to  III,  using  horizontal  lines. 
Y. — 1.  Draw  a  vertical  line  two  inches  long  ^nd  bisect  it. 

2.f  Teach  the  definition  of  Msect. 

3.  Draw  two  vertical  lines  two  inches  long  and  one  inch 
apart,  bisect  each,  and  connect  the  bisecting  points. 
YI. — Do  work  corresponding  to  Y,  using  horizontal  lines. 


FORM.  241 


YJl. — 1.  Draw  a  verti(;al  line  two  inches  long  and  bisect  it. 
2.  One   inch   to  the  left  and  right  of  the  bisecting  point 
make  points  and  connect,  forming  a  cross. 
VIII. — Do  work  corresponding  to  YII,  drawing  the  horizon- 
tal line  first. 

(THREE  MONTHS.) 

IX. — Do  work  corresponding  to  I,  using  four-inch  lines. 
X. — Do  work  corresponding  to  II,  using  four-inch  lines. 
XI. — Do  work  corresponding  to  III,  using  four-inch  lines. 
XII. — Do  work  corresponding  to  lY,  using  fonr-inch  lines. 
XIII. — Do  work  corresponding  to  V,  using  four-inch  lines. 
XIY. — Do  work  corresponding  to  YI,  using  four-inch  lines. 
XY. — Do  work  corresponding  to  YII,  using  four-inch  lines. 
XYI. — Do  work  corresponding  to  YIII,  using  four-inch  lines. 
XYII. — 1.  Draw  one  vertical  line  two  inches  long;  bisect; 
bisect  the  parts. 

2.  Draw  two  vertical  lines  two  inches  long  and  one  inch 
apart;  bisect  each  line;  bisect  the  parts,  connect  cor- 
responding opposite  bisecting  points. 

3.  Do  corresponding  work,  using  four  inch  lines. 
XYIII. — Do    work   corresponding   to  XYII,  using  horizon- 
tal lines. 

XIX. — 1.  Draw  a  vertical  line    two    inches   long ;  bisect  ; 
bisect  the  parts. 

2.  One  inch  to  the  left  and  right  of  each  bisecting  point 
make  points  and  connect  corresponding  opposite  points. 

3.  Do  corresponding  work,  using  four  inch  lines. 

XX. — Do  work  corresponding  to  XIX,  using  horizontal  lines. 

(THREE  MONTHS.) 

XXL — L.  Draw  a  vertical  line  two  inches  long  and  trisect  it. 

2.  rTeach  the  definition  of  trisect. 

3.  Draw  two  vertical  lines  two  inches  long  and  one  inch 
apart;  trisect  each  line;  connect  corresponding  oppo- 
site trisecting  points. 

4.  Do  corresponding  work,  using  four-inch  lines. 
XXII. — Do  work  corresponding  to   XXI,   using   horizontal 

lines. 

-61— 


242  FORM. 


XXIII. — 1.  Draw  a   vertical  line   two  inches  long  and  tri- 
sect it. 

2.  One  inch  to  the  left  and  right  of  each   trisecting  pcnnt 
make  points,and  connect  corresponding  opposite  points. 

3.  Do  corresponding  work,  nsing  four  inch  lines. 
XXIY. — 1.  Do  work  corresponding   to  XXIII,  nsing  hori- 
zontal lines. 

2.  Review  the  work  in  Form. 
f   Z.  Teach  the  definitions  of    an    oblique  line;  converging 
I  lines /SiTi  angle;  aright  angle  ^  an  axute  angle;  an  obtuse  angle. 

4.  Teach  the  relative  size  of  angles. 

5.  Give  pnpils  practice  in  drawing  angles  withont  refer- 
ence to  length  or  direction  of  lines. 

XXV. — 1.  Draw  a  vertical  line  two  inches  long  and  bisect  it. 

2.  One  inch  to  the  right  of  the    bisecting  point   make   a 
point,  and  connect  the  two. 

3.  Make  a  point  one  inch  below  the  last  point,  and  connect 
the  two. 

4.  Make  a  point  in  each  vertical  line  one-half  inch  below 
the  horizontal  line,  and  connect. 


SECOliTID    O-IE^-A-IDE. 


(FOUR  MONTHS.) 

XXYI. — Give  pupils  practice   in  drawing  half-inch,  inch, 

two-inch,  three-inch  and  four-inch  lines. 
XXYII. — 1.  Draw  a  horizontal  line  one-half  inch  long,  and 

trisect  it. 
2.  From  each  trisecting  point  draw   a  vertical   line  two 

inches  long,  and  finish  the  lower  part  of  the  figure  with 

a  horizontal  line  corresponding  to  the  one  above. 
XXYIII. — 1.  Construct  ligui-e  XXYI,  and  bisect  the  right' 

vertical  line. 

2.  One  inch  to  the  right  of  the   bisecting   point   make   a 
point,  and  connect  the  two. 

3.  One  inch  above  and  one  inch  below  the  right  end  of 
this  horizontal  line  make  points,  and  connect  the  two. 


FORM.  '2^S 


4.  Finish  the  part  of  the  figure  on  the  right  of  the  hori- 
zontal line  to  correspond  with  that  on  the  left. 
XXIX. — 1.  Draw    a    horizontal    line    one-half   inch  long, 
trisect  it,  and  make  a  point  two  inches  below  the  left  end. 

2.  One  inch  and  a  half  to  the  right  of  the  last  point  make 
a  point,  and  connect  the  two. 

3.  Make  points  in  the  lower  horizontal  line  directly  below 
the  trisecting  points  in  the  upper  horizontal  line,  and 
connect  corresponding  opposite  points. 

4.  One-half  inch  above  the  right  end  of  the  lower  horizon- 
tal line  make  a  point,  and  connect  with  the  line  below. 

XXX. — 1.  Draw  a  horizontal  line  one  inch  and  a  half  long, 
and  make  a  point  two  inches  below  the  left  end. 

2.  One-half  inch  to  the  right  of  ihis  point  make  a  point; 
connect  the  two,  and  trisect  the  line. 

3.  Make  points  in  the  first  horizontal  line  directly  above 
the  trisecting  points  in  the  lower  horizontal  line,  and 
connect  corresponding  opposite  points. 

~4.  Bisect  the  right  vertical  line. 

5.  One-half  inch  to  the  right  and  opposite  the  bisecting 
point,  make  a  point  and  connect  the  two. 

6.  One-fourth  inch  above  and  below  the  right  end  of  the 
horizontal  line,  make  points  and  connect  the  two. 

7.  One-half  inch  below  the  right  end  of  the  npper  hori- 
tal  line,  make  a  point  and  connect  with  the  line. 

XXXI.— 1.  Construct  the  letter  F. 

2.  Extend  the  lower  horizontal  line  one  inch  to  the  right, 

and  finish  to  correspond  to  the  upper  part  of  the  figure. 
XXXII. — 1.  Draw  a  horizontal  line  one-half  inch  long  and 

trisect  it. 

2.  Two  inches  above  each  trisecting  point  make  points,  and 
connect  corresponding  opposite  points. 

3.  Make  a  point  half-way  between  the  upper  ends  of  the 
vertical  lines. 

4.  One  inch  to  the  right  and  left  of  this  point  make  points 
and  connect  the  two. 

5.  One-half  inch  below  each  end  of  the  upper  horizontal 
line  make  points,  and  connect  each  with  the  line. 


244  FORM. 


As  a  review,  pupils  should  be  required  to  name  the  kinds 
of  lines  and  angles  in  the  figures  drawn. 
XXXIII. — 1.  Draw   two    vertical  lines  two  inches  long  and 
two  inches  apart. 

2.  Connect  the  upper  and  lower  ends. 

3.  Teach  the  definition  of  a  square. 

XXXIY. — 1.  Make  points  for  a  vertical  line  two  inches  long. 

2.  Two  inches  to  the  right  of  the  first  point  make  a  point. 

3.  Two  inches  to  the  right  of  the    second  point    make    a 
point. 

4.  Connect  the  first  two  points. 

5.  Connect  the  last  two  points. 

6.  Connect  the  ends  of  the  lines  forming  a  square. 

7.  Bisect  each  line  and  connect    corresponding   bisecting 
points  in  parallel  lines. 

XXXY. — 1.  Construct  a  two  inch  square. 

2.  Bise(;t  each  line ;  bisect  the  parts. 

3.  Connect  the  corresponding  bisecting  points  in  parallel 
lines. 

(THREE  MONTHS.) 

XXXYI. — 1.  Construct  a  two-inch  square. 

2.  Trisect  each  line  and    connect  corresponding  opposite 
trisecting  points  in  parallel  lines. 
XXXYII. — 1.  Construct  figure  XXXYI,  and  erase  that  part 
of  each  outside  line  between  the  trisecting  points. 
Let  pupils  invent  additions  to  this  figure. 
XXXYIII.— 1.  Construct  the  figure  given  in  XXXYII. 

2.  Bisect  each  line  in  the  upper  right  hand  square. 

3.  Connect  corresponding  bisecting  points  in  parallel  lines. 

4.  In  like  manner  divide  the  four  remaining  squares. 
XXXIX. — 1.  Draw  a  two-inch  square  and  trisect  each  line. 

2.  Connect   corresponding  opposite   trisecting  points   in 
parallel  lines. 

3.  Erase  the  centre  square  and  the  outside  right  angle  of 
each  corner  square. 

Let  pupils  invent  additions  to  this  figure. 

XL. — 1.  Draw  a  two-inch  square  and  trisect  each  line. 


FORM.  245 


2.  Connect  corresponding  opposite  trisecting  points  in 
parallel  lines,  and  erase  the  outside  angle  of  each  corner 
square. 

3.  Bisect  each  line  of  each  outside  square,  and  connect 
corresponding  points  in  parallel  lines. 

XLI  — 1.  Draw  a  two  inch  square  and  bisect  each  line  ; 
lisect  the  parts,  and  connect  corresponding  bisecting 
]ioints  in  parallel  lines. 

2.  Erase  tne  right  three-fourths  of  the  upper  horizontal 
line,  the  right  half  of  the  second,  the  right 
fourth  of  the  third,  the  upper  three-fourths  of  the 
right  vertical  line,  the  upper  half  of  the  second,  and 
the  upper  fourth  of  the  third. 

3.  Erase  the  lines  inside  the  figure. 

Let  pupils  invent  additions  to  this  figure. 
XLII. — 1.  Draw  an  inch  square. 

2.  One-half  inch  to  the  left  of  the  upper  horizontal  line 
make  a  point. 

3.  One-half  inch  above  the  point  just  made  make  a  point. 

4.  Two  inches  below  the  last  point  make  a  point  and  con- 
nect the  two. 

5.  Two  inches  to  the  right  of  the  extremities  of  this  line 
make  points  and  connect,  forming  a  square. 

6.  Draw  a  two-inch  square  and  inside  the  two-inch  square 
draw  the  inch  square. 

Let  pupils  invent  additions  to  this  figure. 

(THREE  MONTHS.) 

XLIII. — 1.  Draw  an  oblong,  making  vertical  lines  one  inch, 
and  horizontal  lines  two  inches  long. 
2/^each  the  definition  of  an  oblong^  a   rectangle^  and  a 
\jparallelogTam. 
XLIV. — 1.  Construct  an  oblong,  making  vertical  lines  one- 
half  inch  and  horizontal  lines  two  inches  long. 

2.  Bisect  each  horizontal  line ;  bisect  the  parts. 

3.  Connect  corresponding  bisecting  points. 

4.  Divide,  each  square  into  four  equal  parts. 

-62- 


246  FORM. 


5.  Bisect  the  parts  of  the  centre  horizontal  line  in  the  left 
hand  square. 

6.  One-eighth  inch  above  and  below  each  bisectini^:  point 
make  points    and  connect,  forming  a  square. 

7.  Erase  the  lines  found  inside  the  square  last  drawn. 

8.  In  like  manner  draw  squares  inside  the  remaining  half- 
inch  squares. 

Let  pupils  invent  additions  to,  and  changes  in,  this  "figure. 

XLV. — 1.  Draw  a  vertical  line  one  inch  and  a  half  long:. 

2.  Two  inches  to  the  right  of  the  upper  end    of  this   line 
make  a  point,  and  connect  with  the  vertical  line. 

3.  One-half  inch  below  the  horizontal  line  just  drawn, 
draw  another  of  the  same  length. 

4.  Connect  the  right  ends  of  the  horizontal  lines. 

5.  Make  a  point  in  the  first  vertical  line  one-eighth  of  an 
inch  below  the  upper  horizontal  line. 

6.  One-half  inch  to  the  right  of  this  point  make  a  point, 
and  connect  the  two. 

7.  Make  a  point  one-half  inch  to  the  right  of  the  lower 
end  of  the  vertical  line  and  connect. 

8.  Connect  the  right  ends  of  the  short  horizontal  lines. 

9.  One-fourth  inch  to  the  right  of  the  left  vertical  line, 
and  one-fourth  inch  below  the  upper  horizontal  line 
make  a  large  dot. 

XLYI. — 1.  Construct  an  oblong,  making  vertical  lines  one 
inch  and  a  half,  and  horizontal  lines  two  inches,  long. 

2.  Make  a  point  in  each  line  one-eighth  of  an  inch  from 
each  right  angle. 

3.  Connect  corresponding  points  in  parallel  lines. 

4.  Mark  the  center  of  each  small  square  with  a  point. 

XLYII. — 1.  Draw  two  vertical  lines  two  inches  long  and  one 
inch  and  a  quarter  apart,  and  connect  the  upper   ends. 

2.  Make  points  in  the  horizontal  and  each  vertical  line 
one-half  of  one-eighth  of  an  inch  from  each  right  angle ^ 

3.  One-half  of  one-eighth  of  an  inch  to  the  right  of  the 
lower  end  of  the  left,  and  to  the  left  of  the  lower  end 
of  the  right  vertical  line,  make  points. 


FORM.  247 


4.  Connect  corresponding  opposite  points. 

5.  Connect  the  lower  ends  of  the  left  vertical  lines. 

6.  Connect  the  lower  ends  of  the  right  vertical  lines. 

7.  Make  points  in  the  inner  vertical  lines  one-half  inch 
below  the  npper  horizontal  line  and  one-half  inch 
above  the  lower  ends,  and  connect  the  opposite  points. 

8.  Bisect  the  vertical  lines  between  the  horizontal  lines 
last  drawn;  bisect  the  parts;  bisect  the  parts  again. 

10.  Connect  corresponding  points  in  vertical  lines. 

11.  Make  a  point  in  the  center  of  each  small  square. 

XLYIII. — 1.  Make  points  and  draw  two  horizontal  lines 
three  inches  long  and  one-eighth  of  an  inch  apart,  and 
connect  the  ends. 

2.  Make  a  point  in  the  lower  horizontal  line  one-fourth 
inch  to  the  right  of  the  left  end  of  the  oblong. 

3.  Two  inches  below  this  point  make  a  point,  and  connect 
the  two. 

4.  One-eighth  of  an  inch  to  the  right  draw  a  vertical  line 
corresponding  to  the  one  just  drawn,  and  connect  the 
lower  ends  of  the  vertical  lines. 

5.  Draw  an  oblong  corresponding  to  the  one  just  drawn, 
one-fourth  inch  to  the  left  of  the  right  end  of  the  first 
oblong. 

6.  One-half  inch  below  the  lower  horizontal  line  make 
points  in  the  inner  vertical  lines,  and  connect  the  two. 

7.  Make  points  in  the  second  horizontal  line  one-fourth 
inch  from  the  inner  vertical  lines. 

8.  Directly  below  these  points,  and  one-eighth  of  an  inch 
above  the  lowest  horizontal  line,  make  points.  Con- 
nect these  points  with  points  in  the  horizontal  line. 

9.  Connect  the  lower  ends  of  the  short  vertical  line. 

10.  Half-way  between  the  short  vertical  lines  and  one- 
eighth  of  an  inch  below  the  second  horizontal  line, 
make  a  large  dot. 
XLIX. — 1.  Draw  a  horizontal  line  half  an  inch  long,  and 
trisect  it. 
2.  Two  inches  above  each  trisecting  point  make  points  and 
connect  corresponding  opposite  points. 


248  FORM. 


3.  Connect  the  upper  ends  of  the  vertical  lines, 

4.  Four  inches  to  the  right  of  this  figure,  construct  a  simi- 
lar figure. 

5.  Bisect  the  inside  vertical  lines;  bisect  the  upper  half 
of  each  vertical  line. 

6.  Connect  the  last  bisecting  points. 

7.  Bisect  the  lower  half  of  each  inner  vertical  line  ;  bisect 
the  parts. 

8.  Connect  the  lowest  bisecting  points. 

9.  Bisect  each  horizontal  line ;  bisect  the  parts ;  bisect 
the  parts  ;  bisect  the  parts. 

10.  Make  points  one-fourth  inch  above  each  bisecting  point 
in  the  upper  horizontal  line. 

11.  Make  points  one-eighth  inch  below  each  bisecting  point 
in  the  lower  horizontal  line. 

12.  Connect   the   corresponding   points    made   above   and 
below  the  horizontal  lines. 

Let  pupils  invent  additions  to  this  figure. 

L. — 1.  Draw  two  horizontal  lines  four  inches  and  a  quarter 
long,  and  two  inches  and  a  quarter  apart. 

2.  On  these  lines  one-eighth  inch  from  each  end,  make 
points,  and  connect  corresponding  opposite  points  with 
heavy  lines. 

3.  On  the  vertical  lines  one  inch  above  the  lower,  and 
one  inch  below  the  upper,  horizontal  lines,  make  points 
and  connect  corresponding  opposite  points. 

4.  Bisect  the  second  and  third  horizontal  lines,  and  bisect 
the  parts. 

5.  Make  points  one-fourth  inch  to  the  right  and  left  of 
each  bisecting  point,  and  erase  the  first  bisecting  points. 

6.  Make  points  seven-eighths  inch  above  and  opposite  the 
points  in  the  third  horizontal  line  from  the  bottom, 
and  connect  corresponding  opposite  points. 

7.  Connect  the  upper  ends  of  the  first  and  second,  the 
third  and  fourth,  the  fifth  and  sixth  vertical  lines. 

8.  Make  points  seven-eighths  inch  below  and  opposite 
the  points  in  the  second  horizontal  line  from  the  bottom, 
and  connect  corresponding  points. 


FORM.  249 

9.  Connect  the  lower  ends  of  the  first  and  second,  the  fifth 
and  sixth,  vertical  lines,  and  extend  the  third  and  fourth 
to  the  first  horizontal  line. 

10.  Erase  the  parts  of  the  second  and  third  horizontal  lines 
found  outside  the  windows  and  doors. 

11.  One  inch  above  each  end  of  the  upper  part  of  the 
figure,  make  points  and  connect. 

12.  Connect  the  ends  of  the  horizontal  lines. 

13.  Bisect  the  upper  hoiizontal  line. 

14.  One-eighth  of  an  inch  to  the  right  and  left  of  the 
bisecting  point,  make  points  and  erase  the  bisecting 
point. 

15.  Make  points  one-half  inch  above  these  points  and  con- 
nect with  the  points  below. 

16.  Connect  the  upper  ends  of  the  lines. 

LI. — 1.  Draw  two  vertical  lines  three  inches  and  a  half  long 
and  one-half  of  one-eighth  of  an  inch  apart. 
2.  Make   a   point  in  the  right  vertical  line  one-eighth  of 

an  inch  below  the  upper  end. 
8.  Three  inches  to  the  right  of  this  point  make  a   point, 
and  connect  the  two. 

4.  Make  a  point  in  the  right  vertical  line  two  inches  be- 
low the  upper  end. 

5.  Three  inches  to  the  right  of  this  point  make  a  point, 
and  connect  the  two. 

6.  Conneci  the  right  ends  of  the  horizontal  lines. 

7.  Bisect  the  vertical  lines  in  the  oblong,  and  connect  the 
bisecting  points. 

8.  Trisect  the  parts,  and  connect  the  trisecting  points. 

9.  Bisect  the  parts,  and  connect  corresponding  opposite 
points. 

10.  Add  one  horizontal  line  to  the  lower  part  of  this  oblong, 
making  the  space  the  same  as  the  space  between  lines 
above. 

11.  Extend  the  right  vertical  line  to  the  horizontal  line 
just  drawn. 

12.  Make  points  in  the  first  and  seventh  horizontal  lines 
one  inch  to  the  right  of  the  second  vertical  line,  and 
connect  the  two. 


250  FORM. 


13.  Erase  the  lines  found  inside  the  small  figure,  and  make 
as  many  dots  as  there  are  States  in  the  Union. 

14.  Connect  the  ends  of  the  lines  that  join  the  staff.     (Pu- 
pils have  not  yet  had  sixteenths  in  their  number  work.) 


rrx-^'rn.iD  c^:ei-^3de- 


RIGHT  LINES  RELIEVED  BY  OBLIQUE  LINES. 
(FOUR  MONTHS.) 
'/LII. — 1.  Construct  a  two-inch  square. 

2.  Bisect  each  line ;  bisect  the  parts. 

3.  Comiect  corresponding  points  in  the  upper  horizontal, 
and  the  left  vertical,  lines;  in  the  right  vertical,  and  the 
lower  horizontal,  lines ;  in  the  upper  horizontal,  and 
right  vertical,  lines ;  in  the  left  vertical,  and  lower  hor- 
izontal, lines. 

4.  Review  the  definition  of  an  oblique  line. 
LIII. —  I.  Construct  a  two-inch  square. 

2.  Bisect  each  line  ;  trisect  the  parts. 

3.  Connect  corresponding  points  in  the  upper  horizontal, 
and  the  left  vertical,  lines ;  in  the  right  vertical,  and 
lower  horizontal,  lines ;  in  the  upper  horizontal,  and  the 
right  vertical,  lines ;  in  the  left  vertical,  and  the  lower 
horizontal,  lines. 

j^LIY. — 1.  Construct  a  two  inch  square,  and  trisect  the  sides. 
2.  Connect  corresponding  points  in  the  left  vertical,   and 
lower  horizontal,  lines  ;  in   the    upper  horizontal,  and 
right  vertical,  lines  ;  in  the  upper  horizontal,  and  left 
vertical,  lines;  in  the  right  vertical,  and  lower  horizon- 
tal, lines. 
Let  pupils  invent  additions  to  this  figure. 
NyLV. — 1.  Reproduce  figure  LIY. 

2.  Bisect  the  parts  outside  the  trisecting  points. 

3.  Bisect  each  short  oblique  line. 

4.  Connect  bisecting  points  with  corresponding  opposite 
4)oint8  in  the  square. 

5.  Bisect  each  side  of  the  inner  square. 


FORM.  'j551 


6.  Connect  bisecting  points  with  corresponding  trisecting 

points  in  the  outer  square. 
Let  pupils  invent  additions  to  this  figure. 

LYI. — 1.  Construct  a  two-inch  square. 

2.  Bisect  each  line ;  bisect  the  parts  and    erase   the   first 
^  bisecting  points. 

V    3.  Connect  corresponding  points  in  upper  horizontal,  and 
left  vertical,  lines  ;  in  right  vertical,  and  lower  horizon- 
tal, lines;  in  upper  horizontal,  and  right  vertical, lines; 
in  left  vertical,  and  lower  horizontal,  lines. 
4.  Erase  the  vertical  and  horizontal  lines. 
Let  pupils  invent  additions  to  this  figure. 

LYII. — 1.  Construct  a  two-inch  square. 

2.  Connect  the  upper  right  hand  corner  and  the  lower  left 
hand  corner;  the  upper  left  hand  corner  and  the  lower 
right  hand  corner. 

3.  Develop  the  idea  of,  and  give  the  term,  diagonal. 

4.  Bisect  each  line  forming  the  square,  and  connect  cor- 
responding opposite  points  in  parallel  lines. 

5.  Review  the  work  on  angles. 

6.  Erase  the  right  half  of  the  upper  horizontal  line ;  the 
lower  half  of  the  right  vertical  line  ;  the  left  half  of  the 
lower  horizontal  line,  and  the  upper  half  of  the  left 
vertical  line. 

7.  Teach  the  definition  of  a  triangle. 

8.  Teach  the  definition  of  a  right-angled  triangle. 
LYIII. — 1.  Draw  a  two-inch  square  and  trisect  each  line. 

2.  Connect  the  left  trisecting  point  in  the  upper  line  and 
the    right  trisecting  point  in  the  lower  line ;  the  right 

\r      trisecting  point  in  the  upper  line  and  the  left  trisecting 
point  in  the  lower  line. 

3.  In  the  same  manner  connect  the  trisecting  points  in  the 
vertical  lines. 

4.  Connect  the  left  trisecting  point  in  the  upper  line  and 
the  upper  trisecting  point  in  the  left  vertical  line ;  the 
right  trisecting  point  in  the  upper  line  and  the  upper 
trisecting  point  in  the  right  vertical  line. 


252  FORM. 


5.  Ill  the  same  way  connect  the  lower  trise(;ting  points  in 
the  vertical  lines  and  the  trisecting  points  in  the 
lower  line. 

6.  Erase  the  lines  forming  the  square. 

7.  Teach  the  definition  of  an  acute-angled  triangle. 
Let  pupils  invent  additions  to  this  figure. 

LIX. — 1.  Draw  a  two-inch  square. 

2.  Bisect  each  line;  bisect  the  parts. 

3.  Connect  tlie  left  point  in  the  upper  line  and  the  right 
point  in  the  lower  line;  the  right  point  in  the  upper 
line  and  the  left  point  in  the  lower  line. 

4.  Connect  the  points  in  the  vertical  lines  in  a  similar  way. 

5.  Connect  the  ends  of  the  oblique  lines  as  in  LYIII. 

6.  Bisect  each  half  of  each  long  oblique  line. 

7.  Connect  the  bisecting  points  in  the  oblique  lines  and 
the  opposite  bisecting  points  in  the  square. 

8.  Erase  the  lines  forming  the  square. 
Let  pupils  invent  additions  to  this  figure. 

LX. — 1.  Reproduce  figure  XXXY,  and  erase  the  corners. 

2.  Bisect  each  line. 

3.  Connect  the  bisecting  points  in  the  first  and  second  hori- 
zontal lines  ;  the  bisecting  points  in  the  third  and  fourth 
horizontal  lines. 

4.  Connect  the  bisecting  points  in  the  first  and  second, 
the  third  and  fourth,  vertical  lines. 

5.  Bisect  the  lines  which  bisect  the  small  squares. 

6.  Connect  bisecting  points  with  corresponding  opposite 
trisecting  points. 

i7.  Bisect  each  oblique  line  and  connect  with  corresponding 
opposite  bisecting  points  in  the  outside  lines. 

8.  Erase  the  lines  inside  the  small  squares. 

9.  Trisect  each  side  of  the  centre  square. 

10.  Connect  trisecting  points  in  vertical  lines  and  trisect- 
ing points  in  horizontal  lines,  as  in  LVIII. 

11.  Connect  the  bisecting  points  in  the  upper  square  with 
the  opposite  bisecting  points  in  the  right  and  left 
squares. 

12.  Connect  the  bisecting  points  in  the  lower  square  with 


FORM.  253 


the  opposite  bisecting  points  in  the  right  and  left  hand 
squares. 
Let  pupils  invent  additions  to  this  figure. 

LXI. — 1.  Draw  a  two-inch  square,  and  bisect  the  horizontal 
lines. 

2.  Bisect  the  vertical  lines ;  bisect  the  parts,  and  erase 
first  bisecting  points. 

3.  Connect  corresponding  opposite  bisecting  points  in 
vertical  lines;  the  upper  bisecting  point  in  the  left 
vertical  line  with  the  lower  bisecting  point  in  the  right 
vertical  line;  the  upper  bisecting  point  in  the  right 
vertical  line  with  the  lower  bisecting  point  in  the 
left  vertical  line;  the  bisecting  point  in  the  upper  hor- 
izontal line  with  the  upper  bisecting  points  in  vertical 
lines;  the  bisecting  point  in  the  lower  horizontal  line 
with  the  lower  bisecting  points  in  the  vertical  lines. 

4.  Erase  the  lines  forming  the  square. 

5.  Teach  the  definition  of  an  obtuse-angled  triangle. 
Let  pupils  invent  additions  to  this  figure. 

(THREE  MONTHS.) 

LXII. — 1.  Construct  a  two-inch  square,  and  bisect  each  side. 

2.  Draw  the  diagonals  of  the  square. 

3.  Make  points  in  the  oblique  lines  one  inch  from  the 
centre  of  the  figure. 

4.  Connect  the  points  in  the  oblique  lines  with  the  bisect- 
ing points  in  the  square. 

5.  Erase  the  diagonals  and  the  lines  forming  the  square. 

6.  Teach  the  definition  of  an  octagon, 

LXIII. — 1.  Construct  the  octagon. 

2.  Connect  the  angles  so  as  to  form  four  oblongs  within 

the  octagon. 
5.  Erase  the  lines  which  connect  the  right  angles  with  the 

inner  octagon. 
Let  pupils  invent  additions  to  this  figure. 

LXiy. — Construct  the  octagon.     Dictate  for  eight  includ- 
ed, interlaced  squares. 

-64- 


254  FORM. 


Dictate  for  Ex.  350  (1),  Smith's  Manual. 
Let    pupils  invent    many   figures    with    the   octagon   for 
a  base. 


LXY. — 1.  Draw  a  horizontal  line  two  inches  long,  and  bisect,    i 

2.  One  inch  and  three-fourths  above  the  bisecting  point    ! 
make  a  point.  I 

3.  Connect  this  point  with  the  ends  of  the  horizontal  line. 

4.  Trisect  each  line. 

5.  Make  a  point  half-way  between  the  upper  trisecting 
points  in  the  oblique  lines. 

6.  One  inch  to  the  right  and  left  of  this  point  make 
points,  and  connect  the  two. 

7.  One  inch  and  three-fourths  below  the  bisecting  point 
in  the  upper  horizontal  line,  make  a  point. 

8.  Connect  this  point  with  the  ends  of  the  lower  horizon- 
tal line. 

9.  Connect  the  ends  of  the  horizontal  lines. 

10.  Connect  the  upper  part  of  the  figure  and  the  ends  of 
the  upper  horizontal  line. 

11.  Erase  the  lines  inside  the  figure. 

12.  Teach  the  definition  of  a  hexagon. 

LXVI. — Dictate  for  figures  in  Ex.  356,  Smiths  Manual. 
Lead  pupils  to  invent  new  figures  based  on  the  hexagon. 

LXVII. — 1.  Draw  a  three-inch  square. 

2.  In  each  line,  one-half  inch  from  each  right  angle, 
make  a  point. 

3.  Connect  the  right  point  in  the  upper  horizontal  line 
and  the  lower  point  in  the  left  vertical  line ;  the  upper 
point  in  the  right  vertical,  and  the  left  point  in  the 
lower  horizontal,  line  ;  the  upper  point  in  the  left  ver- 
tical, and  the  right  point  in  the  lower  horizontal,  line  ; 
the  left  point  in  the  upper  horizontal,  and  lower  point 
in  the  right  vertical,  line. 

4.  Erase  the  right  angles. 

5.  Bisect  the  outer  lines,  and  place  points  outside  the 
figure  three-eighths  of  an  inch  from  each  bisecting 
point. 


FORM.  255 


6.  Trisect  the  outer  lines  of  the  figure,  and  erase  the  parts 
between  trisecting  points. 

7.  Conne(tt  the  trisecting  points  and  the  opposite  points 
outside  the  figure. 

8.  In  each  oblique  line  one  inch  from  the  outer  lines, 
make  points. 

9.  Bisect  the  centre  square,  and  connect  with  correspond- 
ing opposite  points  in  oblique  lines. 

10.  Erase  the  parts  of  the  oblique  lines  between  points. 

LXYIII. — Dictate  for  figures  in  Exercises  38,  40,  41  and  354 
(3  and  4),  S?niWs  Manual. 

(THREE  MONTHS.) 

LXIX. — 1.  Draw  an  oblong  making  vertical  lines  three 
inches  and  a  half  long,  and  horizontal  lines  one  inch 
and  a  half  long. 

2.  On  each  vertical  line,  one-fourth  inch  below  the  upper 
horizontal  line,  and  one-half  inch  above  the  lower  hor- 
izontal line,  make  points,  and  connect  corresponding 
opposite  points. 

3.  On  the  inner  horizontal  lines,  one-fourth  inch  from 
each  vertical  line,  make  points,  and  connect  corres- 
ponding opposite  points. 

4.  Erase  the  parts  of  the  horizontal  lines  outside  of,  and 
connected  with,  the  oblong  just  formed. 

5.  Bisect  the  horizontal  lines  of  the  inner  oblong. 

6.  One-eighth  of  an  inch  to  the  right  and  left  of  each 
bisecting  point,  make  points,  and  erase  bisecting  points. 

7.  Connect  corresponding  opposite  points. 

8.  Bisect  the  second  and  fifth  vertical  lines. 

9.  Bisect  the  lower  halves,  and  connect  the  two. 

10.  Bisect  the  vertical  lines  between  the  line  just  drawn 
and  the  bisecting  points  above. 

11.  Erase  the  parts  of  the  second,  third,  fourth  and  fifth 
horizontal  lines  between  the  third  and  fourth  vertical 
lines;  the  second,  third,  fourth  and  fifth  vertical  lines 
between  the  third  and  fourth  horizontal  lines. 


256  FORM. 


12.  In  the  upper  left  hand  panel,  one-half  of  one-eighth  of 
an  inch  from  each  ri^ht  angle,  make  points,  and  con- 
nect corresponding  opposite  points,  forming  an  oblong. 

13.  Finish  the  remaining  panels  to  correspond  with  the 
first. 

14.  One  inch  and  three-eighths  above  the  lower  horizontal 
line,  and  one-eighth  inch  to  the  left  of  the  right  verti- 
cal line,  make  a  large  dot. 

15.  One-fourth  inch  above  the  extremities  of  the  outer  ver- 
tical lines  make  points. 

16.  One-fourth  inch  to  the  left  of  the  left  point,  and  to  the 
right  of  the  right  point,  make  points,  and  connect 
the  two. 

17.  One-fourth  inch  from  the  extremities  of  the  lower  hori- 
zontal line  make  points,  and  connect  with  the  line  above. 

18.  One-half  of  one-eighth  of  an  inch  from  the  vertical  and 
horizontal  lines  last  drawn,  draw  corresponding 
lines. 

LXX. — 1.  Draw  an  oblong,  making  vertical  lines  four  inches 
long  and  horizontal  lines  two  inches  long. 

2.  In  each  line,  one-fourth  inch  from  each  right  angle, 
make  points. 

3.  Connect  corresponding  opposite  points  in  parallel  lines. 
Extend  the  lower  horizontal  line  one-eighth  of  an  inch 
from  each  vertical  line. 

4.  Trisect  the  parts  of  the  horizontal  lines  between  the 
vertical  lines,  and  connect  the  outer  trisecting  points. 

5.  Trisect  the  parts  of  the  inner  vertical  lines  between 
the  upper  horizontal  lines,  and  connect  the  upper  tri- 
secting points. 

6.  In  the  lower  part  of  the  figure,  one-half  of  one-eighth 
of  an  inch  above  the  extremities  of  the  second  horizon- 
tal line,  make  points,  and  connect  the  two.  Connect 
the  ends  of  the  horizontal  lines. 

7.  Erase  the  parts  of  the  third  and  fourth  vertical  lines 
between  the  first  and  third,  the  fourth  and  sixth,  hori- 
zontal lines.  • 

8.  Bisect  the  inner  vertical  lines,  and  connect  the  bisect- 
ing points. 


FORM.  257 


9.  One-eighth  inch  above  bisecting  points  make  points 
and  connect. 

10.  One-eighth  inch  below  the  third  horizontal  line  in  the 
inner  vertical  lines,  make  points  and  connect  the   two. 

11.  One-eighth  inch  above  the  third  horizontal  line  in  the 
lower  part  of  the  figure,  make  points  in  the  inner  verti- 
tical  lines  and  connect  the  two. 

12.  Bisect  the  fourth  and  seventh  horizontal  lines. 

13.  To  the  right  and  left  of  the  bisecting  points  make 
points,  and  draw  vertical  lines  one-half  of  one-eis^hth 
of  an  inch  apart. 

14.  One-half  of  one-eighth  of  an  inch  to  the  right  of  the 
third  vertical  line,  and  to  the  left  of  the  fourth  vertical 
line,  make  points  in  the  fourth  and  seventh  horizontal 
lines  and  connect  corresponding  points. 

15.  Erase  the  vertical  lines  between  the  fifth  and  sixth  hor- 
izontal lines. 

LXXL— -1.  Draw  figure  LXX. 

2.  In  the  upper  part  of  the  figure  bisect  the  parts  of  the 
third  horizontal  line  between  the  second  and  third,  and 
the  eighth  and  ninth,  horizontal  lines. 

3.  One  inch  and  a  half  below  each  point  make  points  and 
connect  corresponding  opposite  points. 

4.  Connect  the  lower  ends  of  the  vertical  lines  and  draw 
a  line  parallel  to  the  one  just  drawn,  one-half  of  one- 
eighth  of  an  inch  above  it. 

5.  Erase  all  the  lines  inside  the  oblong  just  made. 

6.  Trisect  the  space  between  the  second  and  third  hori- 
zontal lines,  placing  the  points  directly  above  the 
inch  and  a  half  vertical  lines. 

7.  Connect  corresponding  opposite  trisecting  points,  and 
extend  the  inch  and  a  half  vertical  lines  to  the  upper 
horizontal  line. 

Review  the  work  of  the  entire  grade. 
Let  pupils   invent   additions   to  the  figures   when    prac- 
ticable.. 


-65- 


258  FORM. 


r^OTJZR-T'xi  o■I^-A.:oE. 


STRAIGHT  LINES  RELIEVED  BY  CURVE  LINES. 
(FOUR   MONTHS.) 

LXXII. — I.  Draw   a    horizontal    line    one   inch    lon^    and 
bisect  it. 

2.  One-fourth  inch  above  the  bisecting  point  make  a  point. 

3.  Connect  the  ends  of  the  horizontal  line  bj'  a  curve  line 
passing  through  the  point  above  the  line. 

4.  He  view  definition  of  a  curve  line. 

5.  Draw  a  figure  like  the  last  inverted. 

LXXIII. — 1.  Draw  a  horizontal  line   two  inches   long  and 
bisect  it. 

2.  One-half  inch  above  the  bisecting  point  make   a  point. 

3.  Connect  the  ends  of  the  horizontal  line  by  a  curve  line 
passing  through  the  point  above  the  line. 

4.  Draw  a  figure  like  the  last  inverted. 

LXXIV. — 1.  Draw  a  horizontal  line  one  inch  lon;^ ;    bisect. 

2.  One-half  inch  above  the  bisecting  point  make  a  point. 

3.  Connect  the  ends  of  the  horizontal  line  by  a  (jurve  line 
passing  through  the  point  above  the  line. 

4.  Draw  a  figure  like  the  last  inverted. 

LXXY. — 1.  Draw  a  horizontal  line   two  inches   long  and 
bisect  it. 

2.  One  inch  above  the  bisecting  point  make  a  point. 

3.  Connect  the  ends  of  the  horizontal  line  by  a  curve  line 
passing  through  the  point  above  the  line. 

4.  Draw  a  figure  like  the  last  inverted. 

LXXVI. — 1.  Draw  a  horizontal  line    four  inches  long  and 
bisect  it. 

2.  Make  points  one-half  inch,  one  inch,  one  inch  and  a 
half,  and  two  inches,  respectively,  above  the  bisecting 
point. 

3.  Connect  the  ends  of  the  horizontal  line  by  curve  lines 
passing  through  the  points  above  the  line, 

4.  Draw  a  figure  like  the  last  inverted. 


FORM.  <269 

LXXYII. — Follow  the  directions  given  in  LXXII,  substi- 
tuting vertical  for  horizontal,  and  left  for  above. 

LXXYIII. — Follow  the  directions  given  in  LXXIII,  substi- 
tuting vertical  for  horizontal,  and  left  for  above. 

LXXIX. — Follow  the  directions  given  in  LXXIY,  substi- 
tuting vertical  for  horizontal,  and  left  for  above. 

LXXX. — Follow  the  directions  given  in  LXXV,  substituting 
vertical  for  horizontal,  and  left  for  above. 

LXXXI. — Follow  the  directions  given  in  LXXVI,  substi- 
tuting vertical  for  horizontal,  and  left  for  above. 

LXXXII. — 1.  Draw  a  horizontal  line  one  inch  long  and 
bisect  it. 

2.  One-half  inch  above  and  below  the  bisecting  point, 
make  points. 

3.  Begin  at  the  left  end  of  the  horizontal  line  and  draw  a 
curve  line  passing  through  the  points  above  and  be- 
low the  line  and  touching  each  end  of  the  line. 

4.  Teach  definition  of  a  circle. 

5.  Teach  definitions  of  circumference  and  diameter. 
LXXXIII. — Draw  a  circle  two  inches  in  diameter. 
LXXX  I Y. — Draw  a  circle  four  inches  in  diameter. 
LXXXY. — 1.  Draw  a  horizontal  line  one  inch  long  and  bi- 
sect it. 

2.  One-fourth  inch  above  and  below  the  bisecting  point, 
make  points. 

3.  Begin  at  the  left  end  of  the  horizontal  line  and  draw  a 
curve  line  passing  through  the  points  above  and  below 
the  line  and  touching  each  end  of  the  line. 

4.  Teach  the  definition  of  an  ellipse. 

5.  Draw  a  corresponding  figure  on  a  vertical  line. 
LXXXYI. — Repeat  LXXXY,  making  lines  two  inches  long 

and   placing   points   one-half   inch    above  and  below 
bisecting  points. 
Draw  a  corresponding  figure  on  a  vertical  line. 
LXXXYII. — Repeat    LXXXY,    making   lines  four  inches 
long  and  placing  points  one  inch  above  and  below  the 
bisecting  point. 


260  FORM. 


Draw  a  corresponding  figure  on  a  vertical  line. 
LXXXVIII. — 1.  Draw  a  vertical  line   one   inch  long   and 
trisect  it. 

2.  One-ihird  inch  to  the  right  and  left  of  the  upper  tri- 
secting point  make  points. 

3.  Begin  at  the  upper  end  of  the  vertical  line  and  draw  a 
curve  line  passing  through  the  points  at  the  right  and 
left  of  the  vertical  line  and  touching  each  end  of 
the  line. 

4.  Teach  the  definition  of  an  oval. 

5.  Draw  a  corresponding  figure  on  a  horizontal  line. 
LXXXIX. — Repeat  LXXXVIII,  making  lines  two  inches 

long,  and    placing  points   two-thirds  of  an  inch  to  the 
right  and  left  of  the  upper  trisecting  point. 
Draw  a  corresponding  figure  on  a  horizontal  line. 
XC. — Repeat  LXXXYIII,  making   lines  four  inches  long 
and  placing  points  one  inch  and  one-third  to  the   right 
and  left  of  the  upper  trisecting  point. 
Draw  a  corresponding  figure  on  a  horizontal  line. 

(THREE  MONTHS.) 

XCI. — 1.  Draw  a  horizontal  line  one  inch  long   and  bisect  it. 

2.  One-fourth  inch  above  the  right  and  left  ends  of  the 
line  make  points. 

3.  Connect  the  points  by  a  curve  line  passing  through  the 
bisecting  point. 

4.  Draw  a  corresponding  curve  below  a  horizontal  line. 

5.  Draw  corresponding  curves  above  and  below  a  line. 

XCII. — 1.  Draw     a   horizontal    line  two   inches    long  and 
bisect  it. 

2.  One-half  inch  above  the  right  and  l6ft  ends  of  the  line 
make  points. 

3.  Connect  the  points  by  a  curve  ""line  passing  through  the 
bisecting  point. 

4.  Draw  a  corresponding  curve  below  a  horizontal  line. 

5.  Draw  corresponding  curves  above  and  below  horizontal 
lines. 


FORM.  261 


XCIII. — Follow  the  directions  given  in  XCI,  placing  points 

one-half  inch  from  the  extremities  of  the  line. 
Teach  the  definitions  of  right  curve,  left  curve. 
XCIV. — Follow  the  directions  given  in  XCII,  placing  points 

one  inch  from  the  extremities  of  the  line. 
XCV. — B^oUow   the    directions   given   in  XCI,  substituting 

vertical  for  horizontal. 
XCYI. — Use  vertical  lines   and    give    work    corresponding 

to  XCIII. 
XCVII. — Use    vertical    lines  and   give  work  corresponding 

to  XCII. 
XCVIII. — Use  vertical  lines  and  give   work   corresponding 

toXCIY. 
XCIX. — 1.  Draw  a  horizontal  line  one  inch  long. 

2.  One-half  inch  above  and  below  the  ends  of  the  hori- 
zontal line  make  points. 

3.  Connect  the  right  end  of  the  horizontal  line  and  the 
upper  left  hand  point  by  a  line  curving  toward  the 
horizontal  line. 

4.  Connect  the  right  end  of  the  horizontal  line  and  the 
lower  left  hand  point  by  a  line  curving  toward  the 
horizontal  line. 

5.  Teach  the  detinition  of  a  convex  angle. 

6.  In  the  same  way  connect  the  left  end  of  the  line  and  the 
points  at  the  right,  forming  a  convex  angle. 

7.  Teach  the  definition  of  a  concave  angle. 

C. — Use  vertical  lines  and  give  work  corresponding  to  XCIX. 
CI. — I.  Draw  a  horizontal  line  one  inch  long. 

2.  Place  points  one-half  inch  above  and  below  the  extrem- 
ities of  the  line. 

3.  Connect  the  right  end  of  the  line  and  the  left  hand 
points  by  lines  curving  from  the  horizontal  lines,  form- 
ing a  concave  angle. 

4.  Connect  the  left  end  of  the  line  and  the  right  hand 
points,  forming  a  concave  angle. 

CII. — Use  vertical  lines  and  give  work  corresponding  to  CI. 
cm. — 1.  Draw  a  two-inch  square. 

-66— 


262  FORM. 


2.  Bisect   the    vertical    lines  and    connect   the   bisecting 

points,  and  the  horizontal  lines  a^  b  and  c. 
8.  Bisect  a  and  c ;  bisect   the  parts  and    connect   corres- 
ponding bisecting  points. 
4.  Connect  the  points  found  on  h  by  curve  lines  with  the 
points   diagonally   opposite  on  a   and  c,  respectively, 
forming   concave    angles    at   h    and   convex  angles  at 
a  and  c. 
CIY. — Let  pupils  invent  additions  to,  and  changes  in,  CIII. 
CV. — 1.  Draw  a  horizontal  line  two  inches  long,  bisect   it, 
and  bisect  the  parts. 

2.  One-eighth  inch  above  the  left  bisecting  point  and 
one-eighth  inch  below  the  right  bisecting  point  make 
points. 

3.  Connect  the  ends  of  the  line  by  a  curve  line  passing 
through  the  points  above  and  below  the  line  and  cross- 
ing the  centre  point. 

4.  Draw  a  figure  like  the  last  inverted. 

5.  Teach  the  definition  of  a  compourid  curve. 

6.  Draw  compound  curves  above  and  below  the  same  line. 
CYI. — Follow  the  directions  given  in    CV,  placing  points 

one-fourth  inch  above  and  below  the  bisecting  points. 
CVII. — Follow  the  directions  given  in  CY,   placing   points 

one-half  inch  above  and  below  bisecting  points. 
CYIII. — Do  work  corresponding  to  CY,  using  vertical  lines. 
CIX. — Do  work  corresponding  to  CYI,  using  vertical  lines. 
ex. — Do  work  corresponding  to  CYII,  using  vertical  lines. 
CXI — 1.  Draw   a   horizontal   line  two  inches  long;  bisect; 

bisect  the  parts  ;  bisect  the  parts. 

2.  One-eighth  inch  above  the  first  and  fifth  bisecting 
points,  and  one-eighth  inch  below  the  third  and  seventh 
bisecting  points,  make  points. 

3.  Connect  the  ends  of  the  line  by  a  double  compound 
curve  crossing  the  second,  fourth  and  sixth  bisecting 
points  and  passing  through  the  points  above  and  be- 
low the  line. 

4.  Draw  the  figure,  placing  points  below  the  first  and 
fifth  bisecting  points  and  above  the  third  and  seventh. 


FORM.  263 


5.  Draw  the   double  compound  curve  as  given  above  on 
the  same  line. 
CXII. — 1.  Draw  a  vertical  cross,  using  four  inch  lines. 
2.  Draw   double   compound    curves  each  side  of  the  line 
as  in  CXI. 
CXIII. — 1.  Draw    a    horizontal   line   two  inches  long  and 
bisect  it. 

2.  Bisect  the  left  half  and  trisect  the  right  half  of  the  line. 

3.  One-fourth  inch  above  the  left  bisecting  point,  and 
one-eighth  inch  below  the  left  trisecting  point,  make 
points. 

4.  Connect  the  ends  of  the  line  by  a  line  crossing  the  hor- 
izontal line  at  the  centre  bisecting  and  right  trisecting 
points,  and  passing  through  the  points  above  and  be- 
low the  line. 

5.  Draw  the  above  figure,  placing  points  below  the  left 
bisecting  and  above  the  left  trisecting  points. 

6.  Draw  lines  above  and  below  the  same  straight  line  cor- 
responding to  those  just  drawn. 

CXiy. — Do  work  corresponding  to  CXI,  using  vertical  lines. 
CXY. — Do   work  corresponding   to   CXIII,  using  vertical 

lines. 
CXVI.— 1.  Construct  figure  YII. 

2.  Divide  the  angles  into  two  equal  parts  by  oblique  lines 
the  same  length  as  the  other  lines. 

3.  Draw  compound  curves  as  in  CV  and  CYI. 

(THREE  MONTHS.) 
APPLICATIOMS  OF  CURVE  LINES. 

CXVII.— 1.  Construct  figure  XXXIY. 

2.  Connect  the  outer  bisecting  points  in  the  upper  hori- 
zontal line  by  a  curve  line  passing  through  the  point 
below  the  bisecting  point,  forming  a  half  circle. 

3.  In  a  similar  way  draw  half  circles  upon  the  re- 
maining sides  of  the  square. 

4.  Connect  the  extremities  of  the  curves  by  lines  curving 
toward  the  centre*  of  the  figure. 


264  FORM. 


5.  Inscribe  a  circle  within  the  four  central  squares. 

Let  pupils  invent  many  additions  to  this  ligure. 
CXYIII. — 1.  Construct  figure  YII  and  connect  the  extrem- 
ities of  the  lines,  forming  a  square. 

3.  Bisect  each  side  and  make  points  within  the  figure  one- 
fourth  inch  from  each  bisecting  point. 

3.  Bisect  the  parts  and  erase  that  part  of  each  line  be- 
tween bisecting  points. 

4.  Connect  the  lines  by  curve  lines  passing  through  the 
points  within  the  figure. 

5.  One-fourth  inch  from  the  centre  of  the  figure  make 
points  in  each  line  and  c(mnect  points  by  lines  curving 
toward  the  centre  of  the  figure. 

Let  pupils  invent  many  additions  to  this  figure. 
CXIX.— 1.  Construct  figure  XXXY. 

2.  Draw  the  diagonals  in  each  corner  square. 

3.  Draw  a  compound  curve  each  side  of  each  diagonal. 

4.  Bisect  each  side  of  the  remaining  squares  ;  connect  cor- 
responding opposite  points  in  parallel  lines  in  the  out- 
side squares  and  draw  a  compound  curve  each  side  of 
each  line. 

5.  Make  points  within  the  centre  square  one-eighth  of  an 
inch  from  each  bisecting  point  and  connect  the  angles 
by  curve  lines  passing  through  the  points  within  the 
square. 

Let  pupils  invent  many  additions  to  this  figure. 
CXX. — 1.  Draw  an  oblong,  making   horizontal    lines   four 
inches  long  and  vertical  lines  one  inch  and  a  half  long. 

2.  Bisect  the  horizontal  lines  ;  bisect  the  parts  ;  bisect  the 
parts  and  connect  corresponding  opposite  bisecting 
points. 

3.  On  each  vertical  line  one  fourth  inch  from  each  angle 
make  points;  connect  corresponding  opposite  points 
and  erase  the  outside  horizontal  line  in  the  lower  part 
of  the  figure. 

4.  One-half  inch  above  each  vertical  line  make  points. 

5.  Connect  the  first  and  third  vertical  lines  by  a  curve 
line  passing  through  the  point  above  the  second  vertical 


FORM.  265 


line;  the  second  and  fourth  by  a   curve  line   passing 
through  the   point  above  the  third ;  the  third  and  fifth 
by  a  curve  line  passing  through  the  point    above    the 
fourth  vertical  line,  etc. 
Let  pupils  make  many  additions  to  this  figure. 

CXXI. — 1.  Draw  an    octagon    and   allow   the  construction 
lines  within  the  figure  to  remain. 

2.  Bisect  each  semi-diameter,  and  draw  a  double  com- 
pound curve  as  in  CXI. 

3.  Draw  a  circle  having  the  circumference  pass  through 
the  points  of  bisection. 

4.  Bisect  each  side  of  the  octagon  and  make  points  within 
the  figure  one-eighth  inch  from  each  bisecting  point. 

5.  Connect  the  angles  by  curve  lines  passing  through  the 
points  placed  opposite  the  bisecting  points  in  the  sides 
of  the  figure. 

Let  pupils  invent  additions  to,  and  changes  in,  this  figure. 
CXXII. — 1.    Draw    an    octagon    and    bisect    each    semi- 
diameter. 

2.  On  the  vertical  line  begin  at  the  top  and  place  points 
for  the  double  compound  curve  first  at  the  left,  then  at 
the  right,  etc. 

3.  For  the  double  compound  curve  on  the  horizontal  line 
begin  at  the  left  and  place  points  first  below  and  then 
above  the  line,  etc. 

4.  For  the  double  compound  curves  on  the  oblique  lines 
place  points  at  the  right,  then  at  the  left.  Draw  the 
double  compound  curves. 

5.  Bisect  each  side  of  the  octagon  and  make  points  within 
the  figure  one-half  inch  from  each  bisecting  point. 

6.  Connect  the  points  and  corresponding  opposite  angles 
by  curve  lines,  forming  convex  angles. 

7.  Bisect  each  side  of  the  convex  angles  and  connect  the 
bisecting  points  with  corresponding  opposite  points  in 
the  octagon,  forming  convex  angles. 

Let  pupils  make  changes  in,  and  additions  to,  this  figure. 
CXXIII. — 1.  Construct  the  figure  given  in  LXIII. 


266  FORM. 


2.  Bisect  the  sides  of  the  triangles  which  form  the  right 
angles,  and  place  points  within  the  triangles  one-eighth 
inch  from  each  bisecting  point. 

3.  Connect  each  right  angle  with  the  opposite  acute  angles 
by  curve  lines  passing  through  the  points  within  the 
triangles. 

4.  Inscribe  a  circle  within  the  figure  the  circumference 
of  which  shall  touch  each  right  angle. 

5.  Bisect  each  side  of  the  inner  octagon;  place  points 
within  the  octagon  one-sixteenth  inch  from  each  bisect- 
ing point,  and  connect  the  angles  by  curve  lines  pass- 
ing through  the  points  within  the  figure. 

Let  pupils  invent  changes  in  this  figure. 
CXXIV. — 1.  Construct  a  hexao^on  and  throuo^h   the  centre 
draw  lines  connecting  the  opposite  angles. 

2.  Bisect  each  semi-diameter  and  connect  the  bisecting 
points,  forming  a  hexagon. 

3.  Circumscribe  each  hexagon. 

Let  pupils  invent  additions  to  this  figure. 
CXXy. — 1.  Construct  a   hexagon,    complete  the   included 

double  equilateral  triangle,  and  allow  the  construction 

lines  within  the  figure  to  remain. 
Teach  the  definition  of  an  equilateral  triangle. 

2.  Connect  the  angles  of  the  outer  hexagon  by  curve  lines 
passing  through  the  angles  of  the  inner  hexagon. 

3.  Bisect  each  side  of  the  inner  hexagon  and  make  points 
within  the  hexagon  one-eighth  inch  from  each  bisect- 
ing point. 

4.  Connect  the  angles  by  curve  lines  passing  through  the 
points  within  the  figure. 

5.  Connect  the  angles  of  the  inner  hexagon,  as  in  CXXIV, 
and  bisect  each  semi-diameter. 

6.  Inscribe  a  circle  having  the  circumference  pass  through 
the  bisecting  points. 

7.  Draw  a  line  circumscribing  the  figure. 
Let  pupils  make  additions  to  this  figure. 

CXXYI. — 1.  Construct   a   circle  whose   diameter  is  four 
inches. 
2.  Draw  the  diameter  of  the  circle  and  bisect. 


FORM.  267 


3.  Trisect  each  semi-circumference  and  connieet  corre- 
sponding opposite  trisecting  points  by  lines  passing 
through  the  centre  of  the  figure. 

4.  Bisect  ea(;h  semi-diameter  and  place  points  one-fourth 
inch  each  side  of  each  bisecting  point. 

5-  Draw   a   compound    curve    on  each  side  of  each  line, 
passing  through  the  points  opposite  the  bisecting  points. 
Let  pupils  make  additions  to  this  figure. 

CXXYII. — 1.  Construct  figure  CXXVI  and  connect  the  ex- 
tremities of  the  diameters,  forming  a  hexagon. 

2.  Bisect  each  side  of  the  hexagon  and  place  points  within 
the  figure  one-fourth  inch  from  each  bisecting  point ; 
connect  the  extremities  of  the  diameters  by  curve  lines 
passing  through  the  points  within  the  figure. 

3.  Erase  all  the  straight  lines  within  the  figure. 

Let  pupils  invent  additions  to^  and  changes  in,  this  figure. 
OXXVIII. —  I.  Draw  two   horizontal   lines    one  inch    and 
three-fourths  long  and  one-fourth  inch  apart;  connect 
the  ends. 

2.  On  the  upper  horizontal  line  one -eighth  inch  from  each 
extremity  make  points. 

3.  Two  inches  above  each  of  these  points  make  other 
points  and  connect  with  the  points  below. 

4.  On  the  vertical  lines  one-half  inch  from  the  lower  ex- 
tremities make  points  and  connect. 

5.  Bisect  each  side  of  the  square. 

6.  Within  the  figure  one-eighth  inch  from  each  point 
make  a  point;  connect  the  paints  within  the  figure, 
forming  an  octagon. 

7.  Connect  the  right  trisecting  point  in  the  upper  horizon- 
tal line  with  the  upper  trisecting  point  in  the  right 
vertical  line ;  the  left  trisecting  point  in  the  upper  hor- 
izontal, and  the  upper  trisecting  point  in  the  left  verti- 
cal, line  and  erase  the  corner  lines. 

8.  Mark  the  centre  of  the  octagon  and  extend  the  vertical 
lines  to  the  horizontal  line  first  drawn. 

9.  Extend  the  lower  horizontal  line  of  the  octagon,  each 
way  to  meet  the  vertical  lines  just  drawn. 


268  FORM. 


10.  Erase  the  parts  of  the  third  horizontal  line  between  the 
outer  and  inner  vertical  lines. 

11.  On  the  same  line  one-eighth  inch  from  each  end  make 
points  ;  one-eighth  inch  below  these  points  make  points 
and  connect  the  two. 

12.  One-fourth  inch  below  this  line  draw  a  line  the  same 
length  and  connect  the  ends,  forming  an  oblong. 

13.  One-half  inch  to  the  right  and  left,  above  and  below 
the  point  in  the  centre  of  the  octagon,  make  points  and 
draw  a  circle. 

14.  Inside  of  this  circle  draw  another  one-eighth  inch  from 
the  first. 

15.  Bisect  the  inner  circle  ;  bisect  the  parts,  and  place  the 
numbers  XII,  III,  VI  and  IX,  within  the  circle  and 
opposite  the  bisecting  points. 

16.  Trisect  the  parts  between  bisecting  points  and  place 
the  remaining  numbers. 

IT.  One-fourth  inch  from  the  centre,  and  in  the  direction 

of  the  number  YI,  make  a  point  and  connect  with  the 

centre. 
18.  Three-eighths  inch  from  the  centre,  and  in  the  direction 

of  a  point  half-way  between  land  II,  make  a  point  and 

connect  with  the  centre. 
Let  pupils  invent  many  additions  and  changes. 


O-X^-AJDB. 


CURVE  LINES  APPLIED,— CONTINUED. 
(FOUR  MONTHS.) 

CXXIX. — Dictate  Exercise  54,  SmiWs  Manual. 

Let  pupils  invent  additions  and  changes. 
CXXX.— Dictate  Exercises  57,  58,  64,  69,  86,  87,  88,  89, 94, 
95,  96,  Smithes  Manual. 

Let  pupils  invent  changes  and  additions. 

(THREE  MONTHS.) 

CXXXL— Dictate  Exercises  97,  98,  99,  100,  103,  107,  108, 
109,    110.    Ill,    112,   113,   117,   124,   123,  119,  121, 
Smithes  Manual. 
Let  pupils  invent  changes  and  additions. 


FORM.  269 


(THREE  MONTHS.) 

CXXXIL— Dictate  Exercises  181,  132,  133,  134,  135,  136, 
141,  142,  143,  144,  145,    146,    156,  157,   158,  Smith's 
Manual. 
Let  pupils  invent  changes  and  additions. 


sis^rrxa:  o-ie^-^hde. 


CURVE  LINES  APPLIED.— CONTINUED. 
(FOUR  MONTHS.) 

CXXXIII.— Dictate  Exercises  159,  160,  167,  168,  169,  170, 
171,  172,  175,  177,  203,  204,  205,  207,  208,  209,  211, 
213,  215,  216,  217,  218,  219,  220,  Smith's  Manual. 
Let  pupils  invent  changes  and  additions. 

(THREE  MONTHS.) 

CXXXIY.— Dictate  Exercises  221,  222,  223,  224,  227,  229, 
228,  231,  232,  233,  234,  237,  Smith's  Maiiual. 
Let  pupils  invent  changes  and  additions. 

(THREE  MONTHS.) 

CXXXV.— Dictate  Exercises  242,  240,  239,  244,  245,  246, 
247,  249,  250,  251,  252,   253,  254,  256,  257,  Smith's 
Manual. 
Let  pupils  invent  changes  and  additions. 


SE^v^EIiTTXI    O-I^-^HDE. 


PERSPECTIVE. 
(FOUR  MONTHS.) 

Have  pupils  do  the   work   suggested  in    Kr'usi's   Iland- 
Booh  of  Perspective  Drawing,  page  15  to  page  21. 

Have   definitions    of  the  following  given  as  required:  a 
solid,  a  surface,  a  plane,  perspective. 

I. — 1.  Draw  a  horizontal  line  the  length  of  the  paper  and 
bisect  it. 

—68  I 


270  FORM. 


2.  Two  inches  and  a  half  below  the  point  make  a  point 
and  connect  the  two. 

3.  One  im^h  and  a  half  to  the  left  of  the  vertical  line  draw 
an  inch  and  a  half  square,  the  lower  side  to  be  two 
inches  and  a  half  below  the  first  line. 

4.  Connect  the  angles  of  the  square  with  the  upper  ex- 
tremity of  the  vertical  line  at  the  right. 

5.  One-half  inch  above  the  lower  extremity  of  the  right 
vertical  line  in  the  square  make  a  point.  On  the  line 
at  the  right  and  opposite  the  point  jnst  made  make  a 
point. 

6.  From  this  point  draw  a  vertical  line  to  meet  the  line 
above. 

7.  From  the  upper  extremity  of  this  line  draw  a  horizon- 
tal line  to  meet  the  line  at  the  left. 

8.  Erase  the  lines  which  connect  the  vertical  and  horizon- 
tal lines  last  drawn  with  the  right  vertical  line. 

Show   pupils   a    cube;     let    them    compare    it   with   the 
representation  and  notice  the  position. 
Teach  the  definition  of  a  cube. 

II. — Have  pupils  draw    cubes    representing    the    object    at 

the  right  and  below  the  centre  of  vision. 
III. — Have   pupils   draw    cubes    representing   the  object  in 

front  and  below  the  centre  of  vision. 
IV. — Have  pupils  draw  cubes  representing  the  object  at  the 

left  and  above  the  centre  of  vision. 
V. — Have  pupils  draw  cubes  representing  the  object  at  the 

right  and  above  the  centre  of  vision. 
YI. — ^Have   pupils   draw   cubes  representing  the  object  in 

front  and  above  the  centre  of  vision. 
Show  pupils  what  is  meant  by  the  Vanishing  Point. 
Pupils  will  discover  that  a  change  in  the  position  of  the 
object  or  in  the  point  of  view  involves  a  change  in  the  direc- 
tion of  the  lines  uniting  in  the  vanishing-point,  and  in  the 
distance  of  the  vanishing-point.  Pupils  will  also  discover 
that  the  receding  lines  of  figures  drawn  will  converge  in  the 
vanishing-point. 


FOHM.  271 


YII. — Dictate  Exercise  7,  SmiWs  Perspective  Drawing, 
No.  1,  and  have  pupils  learn  definitions  of  the  follow- 
ing: T/ie  Horizontal  Line;  The  Centre  of  Vision; 
The  Station  Point;  The  Line  of  Direction;  The  Pic- 
ture Line;  The  Field  of  Vision;  the  Measuring,  or 
Distance,  Points. 

VIII. — Dictate  Exercise  8,  Smith\s  Perspective  Drawing, 
ISTo.  1. 

IX. — Dictate  Exercise  18,  Smith'' s  Perspective  Drawing, 
No.  1.     Many  similar  lists  should  be  given. 

X. — Dictate  Exercise  22,  Smithes  Perspective  Dravnng, 
No.  1,  and  have  pnpils  learn  definitions  of  the  follow- 
ing: The  Grou7id  Plane;  the  Picture  Plane,  Hori- 
zo7ital  Plane;    Vertical  Plane. 

XI. — Dictate  Exercise  9,  SmitJOs  Perspective  Drawing, 
No.  I. 

XII.— Dictate  Exercise  17,  Smith'' s  Perspective  Drawing, 
No.  1.     Many  similar  tests  should  be  given. 

XIII. — Dictate  Exercise  11,  Smith'' s  Perspective  Draw- 
ing, No.  1. 

XIY. — Dictate  Exercise  20,  Smith'^s  Perspective  Drawing, 
No.  1.     Many  similar  tests  should  be  given. 

XY. — Draw  H.  L.,  and  fix  the  point  C.  Y. ;  draw  L.  of  D. 
and  P.  L.,  as  in  Exercise  23,  Smith'' s  Perspective  Draw- 
ing, No.  1.  Find  Y.  P.'s  and  M.  P.'s  of  Y.  P.'s.  On 
L.  of  D.  one  inch  above  point  a  on  P.  L.  make  point  h. 
Connect  extremities  of  line  a  h  with  Y.  P.'s.  From 
point  a  measure  one  inch  to  right  on  P.  L.  to  point  c, 
and  one  inch  to  left  to  point  d.  Connect  point  d  with 
M.  P.  on  right  of  C.  Y.,  and  point  c  with  M.  P.  on  left 
of  C.  Y.  Designate  point  of  instersection  of  d  M.  P. 
with  a  Y.  P.  as  e,  and  point  of  intersection  of  c  M.  P. 
with  a  Y.  P.  as  f.  From  points  e  and  f  draw  vertical 
lines  to  the  lines  h  Y.  P.  Connect  the  upper  extremity 
of  the  left  vertical  line  with  Y.  P.  on  the  right  of  C.  Y. 
and  the  upper  extremity  of  the  right  vertical  line  with 
Y.  P.  on  left  of  C.  Y.  Erase  all  lines  not  forming  out- 
line of  cube. 


272  FORM. 


Place  a  cube  in  corresponding  position  and  have  pupils 
compare  with  figure  drawn. 

Teach  definition  of  Parallel  Perspective-^  of  Angular 
Perspective. 

Have  pupils  practice  drawing,  in  parallel  and  angular 
perspective,  cubes  of  different  sizes  and  in  different  positions, 
till  they  can  do  so  readily  and  accurately  without  using  con- 
struction lines. 

XYI. — 1.  Construct  figure  I,  and  bisect  the  vertical  lines  of 
the  square  not  in  perspective. 

2.  Connect  the  bisecting  points. 

3.  Connect  the  right  end  of  horizontal  line  wdth  vanishing 
point. 

4.  Erase  the  lower  half  of  figure  and  the  part  of  line  just 
drawn  between  vanishing  point  and  right  vertical  line. 

Teach  the    definitions   of  hase,  prisrn,  and   rectangular 
prism. 

XYII. — Dictate  directions  for  drawing  the  prisms  in  Exer- 
cises 24,  25,  and    26,  Smith's    Perspective   Drawing, 

1^0.    1. 
XVIII. — Dictate  directions  for  drawing  a  dictionary. 
Dictate  directions  for  drawing  a  table. 
Let  pupils  draw  other  books  and  tables  from   memory  or 
imagination. 

(THREE  MONTHS.) 

XIX. — Dictate  Exercises    29   and  30,  Smiths  Perspective 

Drawing.  Ko.  2.     Many  tests  should  be  given. 

XX. — Dictate  directions  for  drawing  a  triangular  prism. 

Teach  the  definition  of  a  triangular  prism. 

Have  triangular  prisms  drawn  in  different  positions  and  of 
different  sizes. 
XXI. — Dictate  directions  for  drawing  a  hexagonal  prism. 

Teach  the  definition  of  a  hexagonal  prism. 

Have  hexagonal  prisms  drawn  in  different  positions  and 
of  different  sizes. 

XXII. — Dictate  directions  for  drawing  pyramids  in  Exer- 
cise 24,  Sm^iths  Perspective  Drawing,  I^o.  1,  and  in 
Exercise  31,  Sm^iths  Perspective  Drawing,  ^o.  2. 


FORM.  273 


Teach  the  definition  of  apex\  oi pyramid;  oi rectangular 

pyramid. 

XXIII. — Dictate  directions  for  drawing  a   triangular  pyr- 
amid- 
Teach  the    definition  of    a    triangular  pyramid.     Have 

pupils  draw  triangular  pyramids  in  different  positions  and  of 

various  sizes. 

XXIY. — Dictate  directions  for  drawing  a  hexagonal  pyr- 
amid. 

Teach  definition  of  a  hexagonal  pyramid. 

Have  hexagonal  pyramids  drawn  in  various  positions  and 
of  varying  sizes. 

XXV. — Dictate  Exercise  33,  SmitlCs  Perspective  Draw- 
ing^ INo.  2; 

XXVI. — Dictate  Exercise  28,  Smithes  Perspective  Draw- 
ing.  No.  1. 

XXYII. — Dictate  Exercise  34,  SmitKs  Perspective  Draw- 
ing^ No.  2. 

Teach  definition  of  a  cone. 

Have  pupils  draw  cones  in  different  positions  and  of 
varying  sizes. 

Grive  pupils  much  practice  in  drawing  pails,  tubs,  and 
other  articles  having  the  form  of  truncated  cones. 

XXYIII. — Dictate  directions  for  drawing  a  cylinder. 

Teach  definition  of  a  cylindm^. 

Have  pupils  draw  cylinders  in  different  positions  and  of 
different  sizes. 

Give  pupils  much  practice  in  drawing  boxes,  measures,  as 
peck-measures,  half-bushel-measures,  etc.,  and  other  articles 
having  the  form  of  cylinders. 

(THREE  MONTHS.) 

XXIX.— Dictate  Exercises  35,  37,  38,  40    and   41,   Smith's 
Perspective  Drawing,  No.  2. 
Review  the  work  of  the  Grade. 


274  FORM. 


Eia-umi  (3-i^-^x:>:e. 


(FOUR  MONTHS.) 


In  the  following  work  the  directions  for  drawing  are  to  be 
developed  after  the  pupils  have  studied  the  objects. 
XXX. — Draw  twelve  pictures  from   objects   placed   before 
the  pupils;  as,  lamps  and  chimneys,  vases,  urns,  coal- 
hods,  pitchers  and  goblets. 
Let    pupils    invent    ornamentations    to  embellish   these 
figures. 

(THREE  MONTHS.) 

Have  pupils  decide  upon  the  directions  for  drawing  in 
each  case  before  the  work  is  begun. 

XXXI. — Draw  twelve  pictures  from  objects  placed  before 
the   pupils;    as,  barrels,   tubs,  measures,  tables,  chairs, 
urns,  wash-bowls  and  pitchers. 
Let  pupils  invent  ornamentations  to  embellish  these. 

(THREE  MONTHS.) 

Let  pupils  draw  groups  of  objects;  as,  a  pitcher  and  gob- 
lets, a  pile  :(x|, books,  etc.  At  least  six  such  pictures  must  be 
made  this  term. 

(FOUR  MONTHS.) 
•  In*  the  following  work  the  teacher  is  not  expected  to  dic- 
tate as  minutely  as  heretofore,  but  will  illustrate  on  the  board. 
Dictate  Exercises  270,  271,  272,  273,  Smith's  Manual. 
Let  pupils  invent  additions  to  the  above  figures  and  other 
similar  figures. 

Dictate  Exercises  274,  275,  276,  Smith's  Manual, 
Require  pupils  to  observe  patterns  of  carpets  and   wall- 
paper, and  invent  at  least  Jive  designs. 

(THREE  MONTHS.) 

Dictate  Exercises  285,  286,  293,  296,  299.  301,  302,  304, 
306,  340,  341,  Smith's  Manual 


FORM. 


275 


Let  pupils  draw  pictures  of  leaves  of  many  kinds.  The 
objects  should  be  well  studied  and  the  proportions  of  the 
pictures  determined  before  work  with  the  pencil  is  begun. 

(THREE  MONTHS.) 

Let  pupils  draw  an  original  plan  for  a  gate,  a  fence,  a 
vase,  a  chandelier,  a  cornice,  an  urn,  a  group  of  measures, 
a  pile  of  books. 


276 


COURSE  OF  STUDY. 


COURSE  OF  STUDY 


IN  THE 


t 


FIRST    YEAH. 

FIE8T    TERM. 

SECOND    TERM. 

THIRD  TERM. 

Algebra, 

Latin, 

Praxis, 

Spelling, 

German — Optional. 

Algebra, 

Latin, 

Praxis, 

Spelling, 
German — Optional. 

Algebra, 

Latin, 

Praxis, 

Spelling, 

German — Optional. 

SECOND    YEAR. 


Algebra, 

Algebra, 

Geometry, 

Latin, 

Latin, 

Latin, 

Praxis, 

Praxis, 

Praxis, 

Spelling, 

Spelling, 

Spelling, 

Botany — 3  mos.. 

Arithmetic, 

Mod.Europ'n  Hist'y , 

German — Optional. 

German — Optional. 

German — Optional . 

THIRD    YEAR. 


Geometry, 

Latin, 

Praxis, 

Spelling, 

Natural  Philosophy, 

German — Optional. 


Geometry, 

Latin, 

Praxis, 

Spelling, 

Natural  Philosophy, 

German — Optional. 


Trigonometry, 

Latin, 

Praxis, 

Spelling, 

Middle-Age  History 

German — Optional.        I 


Trigonometry, 

Latin, 

English  Literature, 

Ancient  History, 

German — Optional. 


FOURTH    YEAR. 

Chemistry, 

Latin, 

English   Literature, 

Science  of  Govern't, 

German — Optional. 


Geology, 

Latin, 

English   Literature, 

German — Optional. 


jRhetorical  Exercises. — Declamations  original  and  select, 
discussions,  recitations  and  essays — three  Friday  afternoons, 
every  month. 

Vocal  Music. — Three  half-hour  exercises  weekly. 


APPENDIX.  277 


N  D  I  X. 


SCHEDULE  OF  TIME  FOR  GENERAL  LESSONS. 


One  week. — Show  pupils  how  to  use  slates  and  pencils. 
Assist  them  in  learning  to  write. 

Five  weeks. — Plants — leaves. 

Six  weeks. — Human  body — head,  trunk. 

Ten  weeks. — Animals — Ungulata. 

Three  weeks. — General  review. 

Six  weeks. — Human  Body — upper  extremities,  lower  ex- 
tremities, and  I'eview  of  first  grade  work. 

Four  weeks. — Animals  —  Carnivora. 

Five  weeks. — Plants — stems,  roots,  review  of  first-grade 
work. 

Eight  weeks. — Plants — review  of  first  grade  work,  flowers, 
fruit. 

Two  weeks. — Human  Body — review  of  first  grade  work. 

Six  weeks. — Human  Body— digestion. 

Four  weeks. — Animals — Kodentia. 

Three  weeks. — Animals — review  of  Ungulata  and  Car- 
nivora. 

Two  weeks. — General  review. 

Seven  weeks.— Animals — Birds,  Reptiles,  Amphibians. 

Two  weeks. — Human  body — circulation. 

Two  weeks. — Human  Body — review  of  first  and  second 
grade  work. 

Two  weeks. — Plants — seeds,  buds. 

Two  weeks. — Plants — review  of  flrst  and  second  grade 
work. 

-70- 


278  APPENDIX. 


Six  weeks. — Plants — Nutrition,  kind  as  to  structure  and 
duration,  uses,  review  of  first  and  second  grade  work. 

Eight  weeks. — Human  Body — First  Series  completed  and 
reviewed. 

Four  weeks. — Animals — Fishes,  Articulates,  Mollusks,  re- 
view of  First  Series. 

Six  weeks. — Place,  A  Journey  to  Montgomery.  (See 
page  119.) 

Twelve  weeks. — Animals — Second  Series  Ruminantia. 

Four  weeks. — Plants — First  Series  completed  and  re- 
viewed. 

In  the  fourth,  fifth,  sixth,  seventh  eighth  and  ninth  grades 
the  general  work  is  done  as  indicated  below: 

September  and  October, — Plants. 

ISTovember,  December,  and  January, — Human  Body. 

February, — General  review  of  year's  work. 

March,  April  and  May, — Animals. 

June, — Plants. 


PLAN  I. 


LANGUAGE.-First  Series. 


SINGULAR  AND  PLURAL  FORMS. 

Lead  pupils  to  form  sentences  containing  the  singular 
form  of  the  noun. 

This  may  be  done,  by  asking  pupils  to  tell  what  animal 
runs,  plays  or  jumps. 

Several  sentences  will  be  given  similar  to  the    following: 

A  dog  runs.  A  squirrel  runs.  A  cat  plays.  A  lamb 
plays.     A  horse  jumps.     A  cow  jumps. 

Have  pupils  talk  about  the  color  of  different  animals  they 
have  seen;  as.  My  cat  is  white.  John's  dog  is  black.  A  red 
cow  is  in  the  lot.     A  black  horse  ran  a^ay. 


APPENDIX.  279 


In  a  similar  way  require  pupils  to  name  parts  of  animals 
and  objects. 

Lead  pupils  to  form  sentences  containing  the  plural  form 
of  the  nouns,  by  asking  them  to  tell  of  more  animals  than 
one  that  run,  jump  or  play. 

Sentences  like  the  following  will  be  given:  Horses  run. 
Cows  run.     Cats  play.     Dogs  play. 

The  teacher  may  then  ask  pupils  to  tell  the  color  of  cats 
and  other  animals;  as.  Cats  are  gray.  Cats  are  black.  Cats 
are  white.     Cats  are  black  and  white. 

'  Pupils  should  be  led  to  correct  all  mistakes  in  the  use  of 
the  verb;  as,  He  said.  The  boys  is  playing,  for  The  boys  are 
playing. 

Train  the  pupils,  so  that  when  the  teacher  gives  a  sen- 
tence containing  a  noun  and  a  verb  in  the  sins^ular,  they  will 
give  a  sentence  containing  the  same  noun  and  verb  in  the 
plural  forms,  and  vice  versa.  The  teacher  says,  I  will  say 
something  about  one  and  you  may  say  the  same  about  more 
than  one. 

Teacher.  Pupil. 

A  horse  jumps.  Horses  jump. 

A  boy  worki.^  Boys  work. 

A  girl  studies.  Girls  study. 

A  girl  is  playing.  Girls  are  playing. 

A  horse  has  a  mane.  Horses  have  manes. 
Now  I  w^ill  say  something  about  more  than    one,  and  you 
may  say  the  same  about  one. 

Teacher.  Pupils. 

Dogs  bark.  A  dog  barks. 

Squirrels  are  quick.  A  squirrel  is  quick. 

Horses  have  manes.  A  horse  has  a  mane. 

Cows  have  horns.  A  cow  has  horns. 

If  I  talk  about  one,  you  may  say  the  same  about  more  than 
one;  or,  if  I  speak  of  more  than  one,  you  may  make  the  same* 
statement  about  one. 

Teacher.  Pupil. 

A  boy  is  in  the  room.  Boys  are  in  the  room. 

Good  boys  study.  A  good  boy  studies. 

Cats  have  claws.  A  cat  has  claws. 

A  book  has  leaves.  Books  have  leaves. 


280  APPENDIX. 


Continue  this  drill  until  pupils  answer  correctly  and 
promptly. 

Lead  pupils  to  give  sentences  containing  a  series  of  nouns 
in  the  singular;  as,  A  boy,  a  girl,  a  cat  and  a  dog  run. 
Mary,  John  and  Willie  are  good. 

Lead  pupils  to  form  sentences  containing  a  series  of  nouns 
in  the  plural;  as,  Squirrels,  rabbits,  cats  and  dogs  play. 

Lead  pupils  to  combine  sentences  by  having  them  tell  one 
thing  about  a  boy  and  another  about  a  girl ;  as,  A  boy  works 
and  a  girl  plays.  Boys  study  and  girls  work.  The  boy  is 
writing  and  the  girl  is  reading. 

Conversational  lessons  of  iifteen  minutes  in  length,  em- 
bodying the  points  in  the  foregoing  plan,  msij  be  given  for  a 
period  of  two  weeks,  provided  they  are  made  in  practice 
what  they  are  called  in  theory,  viz.,  conversational  lessons. 


PLAN  II. 

LANGUAGE.— First  Series. 


THE  USE  OF  A  AND  AN. 
In  this  lesson  the  teacher  should    have    many    objects   to 
present  to  the  pupils. 

1.  Lead  pupils  to  form  sentences  in  which  a  is  used  to 
limit  a  single  noun. 

The  teacher  places  on  a  desk  several  objects  whose  names 
begin  with  consonants.  Many  pupils  are  required  to  take 
different  objects  and  tell  what  they  have.  Sentences  similar 
to  the  following  may  be  obtained :  I  have  a  book.  This  is 
a  slate.     This  is  a  cup.     A  pencil  is  on  the  desk,  etc. 

2.  Lead  pupils  to  form  sentences  in  which  a  is  used  to  limit 
several  nouns  combined. 

The  teacher  requires  a  child  to  take  several  objects  from 
the  desk  and  tell  what  he  has.  In  this  way  the  teacher 
may  obtain  many  sentences  similar  to  the  following: 
I  have  a  book,  a  pencil,  a  slate,  a  knife  and  a  vase. 
Frank  gave  me  a  cup,  a  cap,  a  bottle  and  a  ruler. 


APPENDIX.  281 


Name  four  things  that  you  saw  on  your  way  to  school  this 
morning. 

I  saw  a  horse,  a  cow,  a  cat  and  a  dog. 
Pupils  should  be  led  to  correct  all  mistakes. 

3.  Lead  pupils  to  form  senten(;es  in  which  an  is  used  to 
limit  a  single  noun. 

This  may  be  done  by  having  pupils  take  objects  whose 
names  begin,  with  vowels. 

In  this  way  a  variety  of  sentences  may  be  obtained;  as, 
You  have  an  apple.  Ella  has  an  orange.  Mother  gave  me 
an  ivy.     The  man  cuts  wood  with  an  ax. 

In  the  use  of  the  word  an^  pupils  make  mistakes  similar 
to  the  following:  I  saw  a  ox  draw  a  load.  John  gave  a 
apple  to  Frank. 

4.  Lead  pupils  to  form  sentences  in  which  an  is  used  to 
limit  several  nouns  combined. 

The  teacher  has  pupils  take  certain  objects  and  tell  what 
they  have  ;  as,  I  have  an  apple,  an  ivy,  an  overshoe  and  an 
apron.  Mary  has  an  arm,  an  ear  and  an  eye.  An  inkstand, 
an  ivy,  an  overcoat  and  an  orange  are  on  the  table. 

Pupils  correct  as  follows:  I  said  a  for  an^  or,  I  said  a 
when  I  should  have  said  an. 

5.  Lead  pupils  to  form  sentences  in  which  a  and  an  are 
used  to  limit  nouns  in  the  same  sentence. 

At  first  the  teacher  may  show  the  objects  and  require  pu- 
pils to  tell  what  she  has. 

Man}^  sentences  should  be  obtained  similar  to  the  fol- 
lowing: You  have  an  apple,  a  book,  an  ax,  a  slate,  an  ivy 
and  an  inkstand.  A  knife,  an  apple,  an  orange,  a  pencil,  a 
ruler,  and  an  iron  are  on  the  table. 

6.  Lead  pupils  to  give  sentences  rapidly.  Eequire  them 
to  form  sentences  using  a  and  an  alternately,  as  follows:  I 
have  a  book.  He  has  an  overcoat.  That  is  a  slate.  This  is 
an  Qg^.  A  fish  swims.  An  oyster  lives  in  the  water.  There 
is  an  organ  in  the  Higli  School;  the  one  who  plays  it  is 
an  organist. 

Present  objects  and  have  pupils  give  names  of  them,  as 
follows : 

-71- 


282  APPENDIX. 


An  apple,         An  oil-can,         An  orange,         A  slate. 
An  aw],  A  duck.  An  egg,  An  apron, 

An  acorn,         A  pencil,  A  stick,  An  ink-stand. 

7.  In  a  similar  way  cause  pupils  to  form  sentences  involv- 
ing the  use  of  tiie  articles  a  and  an  before  nouns  limited  by 
adjectives  ;  as,  John  is  a  good  boy.  T  saw  an  old  man.  I 
see  an  open  box,  an  iron  ring,  an  old  book,  and  an  oval  frame. 

Pupils  make  many  mistakes  in  the  use  of  the  articles  a  and 
an  in  giving  sentences  and  in  writing  them. 


PLAN  III. 


LANGUAiiE.— First  Series. 


THE  USE  OF  THE  ADJECTIVES  GOOD,  BETTER,  BEST. 

1.  Lead  pupils  to  form  sentences  containing  the  positive 
form  good. 

Show  an  apple  and  obtain  a  sentence  similar  to  the  fol- 
lowing : 

You  have  a  good  apple. 

2.  Lead  pupils  to  form  sentences  containing  the  compara- 
tive form  hetter. 

Show  another  apple  larger  and  better  looking  than  the 
one  just  shown.     Let  pupils  compare. 

Have  a  pupil  select  the  apple  he  prefers  and  tell  the  class 
which  one  he  has  taken. 

A  sentence  similar  to  the  following  will  be  given : 

I  have  taken  the  l)est  apple. 

Call  upon  others.  If  pupils  fail  to  give  the  comparative 
form,  the  teacher  must  tell  them  what  to  say. 

Question  to  obtain  many  sentences  similar  to  the  fol- 
lowing : 

I  gave  the  better  apple  to  Ella.  Ellen  is  the  better  girl. 
This  is  the  better  book.     I  have  the  better  pencil. 

3.  Lead  pupils  to  form  sentences  containing  the  positive 
and  comparative  forms. 


APPENDIX.  283 


Have  pupils  take  both  objects  and  talk  about  them;  as, 

This  is  a  good  apple,  but  that  is  the  better  one. 

Mj  peach  is  good,  but  yours  is  better. 

Continue  this  drill  until  pupils  discover  that  in  comparing 
two  objects  the  comparative  form  is  used. 

Pupils  may  be  led  to  make  a  statement  similar  to  the 
following: 

In  speaking  of  two,  we  say  one  is  good  and  the  other  is 
better. 

4.  Lead  pupils  to  give  sentences  containing  the  superla- 
tive form. 

Show  a  third  apple  larger  and  better  than  either  of  the 
first  two. 

As  before,  a  child  selects  the  one  he  prefers  and  gives 
reasons  for  making  the  selection. 

5.  Lead  pupils  to  give  sentences  containing  the  three 
forms. 

Have  them  talk  about  three  objects  and  make  sentences 
similar  to  the  following: 

That  apple  is  good,  this  one  is  better,  but  that  one  is  the 
best. 

Lead  pupils  to  correct  mistakes. 

6.  Talk  about  more  than  three  objects  and  continue  the 
drill  until  pupils  discover  that  the  superlative  form  is  always 
used  in  comparing  three  or  more  objects.  Have  pupils  state 
when  to  use  better  and  when  to  use  best. 

7.  Teach  the  spelling  of:  the  three  forms. 

8.  Drill  until  the  pupils,  after  hearing  one  form,  are  able 
promptly  to  give  the  other  two. 

9.  Continue  this  work,  using  different  adjectives,  until 
pupils  use  the  different  forms  correctly. 


'    284  APPENDIX. 


PLAN  IV. 


LANGUAGE. -First  Series. 


THE  USE  OF  THIS,  THAT,  THESE,  AND  THOSE. 

To  work  effectively-  the  teacher  should  be  supplied  with  a 
variety  of  objects. 

1.  Lead  pupils  to  give  sentences  containing  the  adjective 
this. 

Question  and  obtain  sentences  similar  to  the  following: 
This  book  is  mine.     This  ring  is  yours. 
May  I  give  this  apple  to  Frank? 

2.  Lead  pupils  to  form  sentences  containing  the  adjec- 
tive that. 

Kequire  children  to  point  to  objects  and  talk  about 
them;  as, 

That  book  on  the  desk  is  large.  Ella  gave  that  large  red 
apple  to  the  teacher.    Where  did  you  get  that  pretty  flower? 

3.  Lead  pupils  to  give  sentences  containing  both  adjec- 
tives ;  as, 

This  book  is  yours,  and  that  one  is  mine. 
That  apple  is  sweet,  and  this  one  is  sour. 
Drill  until  -pupils  discover  when  to  use  this  and  when  to 
use  that. 

4.  Lead  pupils  to  give  sentences  containing  the  adjective 
these. 

Have  a  pupil  take  two  or  more  objects  and  tell  what  he 

has  done. 

An  answer  similar  to  the  following  will  be  given : 
I  took  them  apples,  or  I  gave  them  apples  to  you. 
Question  pupils  until  the  correct  answer  is  given. 
Obtain  many  sentences  similar  to  the  following: 
These  books  are  mine.      John  gave  these  marbles    to  me. 

May  I  put  these  spools  in  the  box? 

5.  Lead  pupils  to  give  sentences  containing  the  adjective 
those. 


APPENDIX.  285 


As  before,  require  pupils  to  point  to  two  or  more  objects 
and  talk  about  them. 

Sentences  similar  to  the  following  may  be  obtained: 

Those  pictures  are  pretty.     Bring  me  those  large  flowers. 

Drill  until  pupils  discover  when  to  use  these  and  when  to 
use  those. 

Drill  until  pupils  avoid  the  use  of  thern  for  these  or  those. 

Have  different  kinds  of  apples  and  several  of  each  kind  ; 
also,  pencils,  books,  etc. 

Ask  pupils  to  tell  how  many  kinds  of  apples  are  on  the 
table. 

Have  a  pupil  select  the  kind  he  likes  best. 

By  requiring  him  to  make  a  statement  telling  which  kind 
he  likes  best,  a  sentence  similar  to  the  following  will  be 
given  : 

I  like  these  kind  the  best. 

Call  upon  others  and,  if  possible,  obtain  the  correct  state- 
ment. 

Have  pupils  point  to  them  and  tell  which  is  large  or  small, 
green  or  red,  etc. 

Question  for  and  obtain  sentences  similar  to  the  following: 

That  kind  of  pencils  is  long.  Can  you  get  this  kind  down 
town?  This  kind  of  apples  is  red  and  that  kind  is  green. 
I  like  that  kind  of  marbles  better  than  this  kind. 

Drill  until  pupils  discover  that  it  is  wrong  to  say  these 
hind  or  those  hind. 

Lead  pupils  to  correct  as  follows: 

He  said  these  hind  for  this  hind^  or  those  hind  for  that 
hind. 


PLAN  V. 


LANGUAGE.— First  Series, 

THE  VERB  SEE. 

1.  Lead  pupils  to  form  sentences  involving  the  use  of  the 
verb  see  in  the  present  tense. 


286  APPENDIX. 


This  can  be  done  by  showing  pupils  an  object  and  asking 
what  it  is,  and  how  they  know. 

2.  Lead  pupils  to  form  sentences  containing  the  verb  see 
in  the  absolute  past  tense. 

Show  an  object,  and  then,  while  pupils  are  lookinoj  at  it, 
put  it  away.  Ask  where  it  is,  and  how  they  know.  Obtain 
many  sentences  similar  to  the  following: 

I  saw  your  watch.  I  saw  you  put  your  watch  in  3^onr 
pocket.  I  saw  Mary's  book.  John  saw  Henry  last  night. 
The  teacher  saw  you  whisper.  I  saw  him  playing  in  the 
school-yard.     I  saw  him  on  the  grass  in  the  front  yard. 

3.  Lead  pupils  to  form  sentences  containing  the  verb  see 
in  the  relative  present  tense. 

Talk  with  pupils  about  some  object  which  they  have  seen, 
and  ask  them  how  they  know  how  it  looks.  Many  sentences 
similar  to  the  following  may  be  obtained:   ' 

I  have  seen  it.  I  have  seen  an  elephant.  I  have  seen 
your  sister,  etc. 

How  does  Ella  know  about  these  objects  that  we  have  been 
talking  about  ^ 

She  has  seen  them.     Ella  has  seen  an  elephant,  etc. 

Write  two  sentences  on  the  board,  one  containing  has 
seen  and  the  other  have  seen.     Pupils   read  the  sentences. 

4.  Lead  pupils  to  form  sentences  containing  the  verb  see 
in  the  relative  past  tense. 

Show  an  object  and  talk  with  pupils  about  it.  Ask  how 
many  knew  it   before,    and    how  they  happened  to  know  it. 

I  knew  it  because  I  had  seen  it. 

Obtain  many  sentences,  and  write  one  on  the  board. 

Pupils  now  say.  We  use  the  words  have,  has  and  had 
with  seen\  or,  With  seen  use  have,  has  and  had. 

5.  Drill  pupils  in  giving  the  parts  until,  when  the  teacher 
gives  one  part,  the  pupils  will  give  the  other  two. 

I  will  give  one  part  and  you  may  give  the  other  two. 

Teacher.  Pupil. 

See,  Saw,  seen. 

Saw,  See,  seen. 

Seen,  See,  saw. 


APPENDIX.  287 


When  I  give  a  sentence  containing  one  part  of  the  word, 
jon  may  give  a  sentence  containing  the  other  parts. 

Teacher.  Pupil. 

I  see  a  girl.*  I  saw  a  girl. 

I  have  seen  a  girl. 
I  saw  a  horse.  I  see  a  horse. 

I  have  seen  a  horse. 
I  have  seen  an  apple.  I  see  an  apple. 

I  saw  an  apple. 
Continue  to  drill  until  pupils  understand  and  can  give  the 
parts  of  the  verb  see  correctly. 

A  similar  plan  for  other  irregular  verbs  may  be  followed. 


PLAN  VI. 


LANGUAGE.— Secomt  Series. 


THE  SENTENCE. 

The  teacher  comes  before  the  class  with  a  number  of 
objects  in  hand;  as,  a  book,  an  apple  and  a  pencil. 

Tell  me  what  I  have  here. 

An  apple,  a  book  and  a  pencil. 

Look  at  these  and  tell  me  something  about  them. 

After  the  pupils  have  given  many  sentences,  the  teacher 
selects,  we  will  suppose,  the  following: 

The  pencil  has  a  point. 

Note. — As  much  tact  is  required  on  the  part  of  the  teacher 
in  selecting  the  most  appropriate  sentence  as  in  any  other 
part  of  the  work. 

Note. — Pupils  spell  all  words  and  teacher  writes  them  on 
the  board. 

The  teacher,  now  holding  the  pencil  before  the  pupils  and 
requiring  their  close  attention,  continues: 

What  was  the  first  thing  I  did  in  this  lesson  ? 

You  showed  us  a  book,  an  apple  and  a  pencil. 

What  did  I  do  next  'i 


288  APPENDIX. 


You  told  ns  to  look  at  them  and  say  something  about  them. 

What  then  did  you  do? 

We  looked  at  them. 

What  next? 

We  said  something  about  them. 

Did  you  not  do  something  before  you  talked? 

(Children  think: — hands  are  raised.) 

We  thought. 

Yes,  that  is  right;  you  thought. 

Note. — Let  the  whole  class  repeat  and  spell  the  word 
thought. 

What  did  you  do  after  you  thought? 

We  told  you  what  we  thougnt. 

How  did  you  tell  me  what  you  thought? 

We  told  you  promptly. 

What  did  you  use  when  you  told  me  what  you  thought? 

We  used  our  tongues. 

Note. — It  will  be  noticed  that  the  last  two  answers  are  not 
wanted.  Such  -replies  must  be  expected,  however,  and  may 
be  met  by  the  teacher  in  some  way  like  the  following: 

What  else  did  you  use  when  you  told  me  what  you  thought. 

We  used  words. 

That  is  what  I  wanted  you  to  say. 

Note. — All  repeat  and  spell  we  used  words. 

The  teacher  now  refers  to  the  sentence  as  seen  upon  the 
board,  viz :  The  pencil  has  a  point. 

What  are  these  upon  the  board? 

Words. 

What  do  they  do? 

They  tell  a  thought. 

Note. — When  the  pupils  are  slow  to  answer,  a  rapid  re- 
view of  the  few  previous  points  gained  will  seldom  fail  to 
secure  the  desired  reply. 

Because  they  tell  a  thought,  what  may  we  call  this  whole 
group  of  words? 

The  telling  of  a  thought. 

The  telling  of  a  thought  how? 

By  words. 


APPENDIX.  289 


What,  then,  may  we  call  the  whole  group  of  words? 

The  telling  of  a  thought  by  words. 

Who  can  give  me  a  word  to  use  instead  of  telling  ?  (Hands 
raised.) 

Showing. — Saying. 

I  will  give  it. — Expression. 

Tell  me  what  this  is  on  the  board  and  use  the  new  word. 

The  expression  of  a  thought  by  words. 

(Pupils  repeat  and  spell.) 

By  what  other  name  may  this  group  of  words  be  called? 

A  sentence. 

Note. — Pupils  will  not  fail  to  give  the  word  sentence ; 
they  have  had  it  many  times  in  their  reading  exercises. 

Now  tell  me  what  a  sentence  is  and  say  the  Y^ovdi  sentence 
last. 

The  expression  of  a  thought  by  words  is  a  sentence. 

Note. — Pupils  spell  words,  and,  after  individual  repeti- 
tions, the  teacher  writes  the  definition  on  the  board. 

Let  pupils  make  five  other  sentences  about  the  pencil  or 
other  objects  in  the  school-room.  The  teacher  writes  them 
on  the  board.     The  words  should  all  be  spelled  by  the  pupils. 


PLAN  VII. 


IjANGUAQE,— Second  SeHes. 


THE  PLURAL  OF  NOUNS— GENERAL  LAW. 

Lead  pupils 

1.  To  give  nouns  denoting  one. 

2.  To  change  them  so  that  they  will  denote  more  than  one. 

3.  To  state  the  different  uses  of  the  two  forms. 

4.  To  note  the  difference  in  the  sounds  of  the  two  words. 

5.  To  find  on  the  printed  page  the    manner   of  represent- 
ing this  difference. 

6.  To  name  and  define  each  form. 

7.  To  state  and  write  the  law  for  writing  the  plural  form. 

8.  TOPBACTICE. 
-73- 


290  APPENDIX. 


PLAN  VIII. 


LANGUAGE— Second  Series, 


THE  PLURAL  FORM  OF  NOUNS— SPECIAL  LAW  NUMBER  ONE. 

Let  pupils  spell  words  in  both  forms,  both  by  sounds  and 
by  letters ;  let  them  state  the  exact  difference  in  each  case. 

Pronounce  a  word  ending,  in  the  singular,  with  one  of  the 
sounds  represented  by  s,  z,  sh^zh^  oh  (as  in  church),  or/,  and 
let  the  pupils 

1.  'Pronounce  it. 

2.  Change  it,  so  that  it  shall  denote  more  than  one. 

3.  Spell  both  words  by  sounds. 

4.  State  the  difference  between  the  sounds  of  the  two  words. 

5.  Discover  that  the  difference  involves  an  extra  impulse 
of  the  voice  (syllable). 

6.  Discover,  by   giving  the  sounds  of  the  words,  why  an 
additional  syllable  is  necessary. 

7.  Determine,  without  reference,  how  to   represent   that 
difference. 

In  a  similar  manner,  let  pupils  dispose  of  many  words 
ending  in  sounds  as  above,  after  which  let  them 

1.  Give  Ijaw  just  learned  and  associate  it  with  that  previ- 
ously learned. 

2.  Practice  by  writing  sentences  in   which   these  words 
occur  in  both  forms. 


PLAN  IX. 


PLANTS. 


MATTER. 

Parts   of  the  Flower. — The  outer  cup  of  the  flower  is 
called  the  calyx. 

The  inner  cup  of  the  flower  is  called  the  corolla. 


APPENDIX.  291 


The  part  or  parts  in  the  centre  of  the  flower  are  called  the 
pistil. 

The  parts  around  the  pistil  and  within  the  corolla  are  called 
stamens. 

A  flower  has  a  calyx,  corolla,  stamens  and  pistil. 

The  parts  of  the  corolla  are  called  petals. 

The  parts  of  the  calyx  are  called  sepals. 

METHOD. 

(Each  pupil  should  be  supplied  with  proper  specimens.) 

Lead  pupils  to  discover  that  the  flower  has  parts. 

Call  the  attention  of  the  pupils  to  the  calyx  and  corolla. 
Have  them  find  corresponding  parts  in  other  flowers.  Lead 
them  to  notice  that  these  two  parts  are  cup-shaped  and  are 
called  cups. 

Next  lead  them  to  discover  the  position  of  each  cup.  Tell 
them  that  each  cup  has  a  name ;  that  the  outer  cup  is  called 
oalyx^  and  the  inner  one  corolla. 

Write  both  terms  on  the  board  and  drill  in  spelling.  Have 
them  show  many  flowers  and  point  out  the  calyx  each  time, 
and  tell  what  is  called  the  calyx.  Do  the  same  with  the 
corolla. 

Pupils  spell  all  words,  tell  how  the  statements  should  he 
written,  and  write  on  slates. 

Lead  pupils  to  state  that  the  calyx  is  generally  green,  while 
the  corolla  is  usually  of  some  other  color. 

By  examining  flowers  pupils  discover  a  part  or  parts  in  the 
centre  of  each.  Give  the  term  pistil  and  write  it  on  the 
board.     Drill  in  spelling. 

Have  pupils  find  the  pistils  of  many  flowers. 

Pupils  tell  what  is  called  the  pistil  and  write  the  statement 
on  their  slates. 

By  a  closer  examination  pupils  are  led  to  discover  and 
state  that  there  are  parts  around  the  pistil  and  within  the  co- 
rolla that  do  not  look  like  the  pistil. 

Give  the  term  stamens  and  write  on  the  blackboard. 
Pupils  spell  the  word  and  tell  what  are  called  stamens.  Pu- 
pils write  as  before. 

Pupils  read  the  work  written  on  the  slates. 


292  APPENDIX. 


The  teacher  should  criticise  the  work  in  respect  to  neatness, 
capitalization  and  punctuation. 

Pupils  should  now  have  practice  in  finding  the  parts  of 
flowers. 

Have  pupils  take  flowers,  point  to  each  part  and,  as 
they  do  so,  make  a  statement  similar  to  the  following:  This 
flower  has  a  calyx,  corolla,  stamens  and  a  pistil. 

Place  on  the  pupils'  desks  raonopetalous,  lobed  raonopeta- 
lous  and  polypetalous  flowers. 

Have  them  examine  the  corollas  closely  and  compare  them. 
Pupils  discover  and  state  that  the  corolla  in  some  flowers  is 
in  one  piece,  in  others  consists  of  many  parts  or  pieces. 
Have  pupils  call  these  parts  leaves.  Give  term  petal  and 
write  on  the  board.  Pupils  spell  and  tell  what  is  called  a 
petal. 

Have  pupils  write  on  slates. 

Have  pupils  describe  the  corolla  as  follows : 

The  corolla  to  this  flower  is  in  one  piece,  or  the  corolla 
to  this  flower  is  divided. 

The  pansy  has  ^yq  petals,  etc. 

Pupils  should  examine  and  describe  the  corollas  of  many 
flowers. 

The  same  plan  should  be  followed  for  teaching  sepals. 


PLAN  X. 


PLANTS. 


MATTER. 

SCBCiS. — The  outer  parts  of  the  seed  are  called  coats. 
The  inner  part  of  the  seed  is  called  the  kernel. 
A  seed  has  coats  and  a  kernel. 

The  part  of  the  kernel  that  grows  is  called  the  embryo. 
The  starch-like  substance  which  nourishes  the  embryo  in 
germination  is  called  albumen. 

The  kernel  consists  of  the  embryo  and  albumen. 


APPENDIX.  '^93 


METHOD. 

A  few  days  previous  to  giving  this  lesson  the  teacher  should 
plant  a  few  seeds  and  have  them  well  sprouted. 

Each  child  should  also  be  supplied  with  beans  thoroughly 
soaked. 

Review  the  definition  of  a  seed. 

By  examining  the  seeds  closely  the  pupils  discover  that 
the  seed,  as  well  as  the  leaf  or  flower,  has  parts.  Lead  them 
to  see  that  the  outer  parts  protect  the  inner  part  and  are 
called  coats. 

Obtain  the  term  kernel  by  referring  to  the  part  of  a  nut 
that  is  eaten.  Tell  them  that  the  inner  part  of  the  seed  is 
called  the  kernel. 

Drill  in  spelling  and  have  the  statements  written  on 
the  slates. 

Have  pupils  examine  many  seeds. 

Pupils  state  that  the  seed  has  coats  and  a  kernel,  and 
write  the  statement  on  slates. 

Have  pupils  examine  the  kernel  closely  and  state  that 
there  are  two  parts  to  it. 

Remove  the  seeds  from  the  soil  and  have  pupils  examine 
them.  In  this  way  they  will  discover  and  state  that  one 
part  of  the  kernel  grows  and  forms  the  plant. 

Tell  them  that  the  part  of  the  kernel  which  grows  is  called 
the  ernbryo.  Pupils  spell,  defi.ne,  and  write  the  definition 
T)n  their  slates. 

In  previous  lessons  pupils  have  been  taught  that  growth 
requires  food.  They  can  easily  be  led  to  see  that  the  em- 
bryo has  no  roots,  as  the  plant  has,  to  take  in  nourishment 
from  the  soil,  and  that  while  it  is  sprouting  it  must  be  fed 
or  nourished  by  something.  Lead  them  to  observe  that  a 
certain  part  of  the  kernel  when  planted  becomes  soft  and 
jelly-like,  or  is  changed  to  sap. 

Let  them  examine  Indian  corn  in  the  same  wav  and  lead 
them  to  discover  that  this  substance  is  starch-like. 

The  pupils  now.  understand  and  will  state  that  the  kernel 
has  a  starch-like  substance  which  nourishes  the  embryo  while 
sprouting. 


294  APPENDIX. 


Give  the  term  gerrninating  for  sprouting  and  from  this  ob- 
tain the  term  germination. 

Tell  them  that  this  starch-like  substance  is  called  albumen. 
Pupils  spell,  define,  and  write  the  definition  of  albumen  on 
their  slates. 


PLAN  XI. 


ANIMALS,— Second  Series, 


RUMINANTS. 


MATTER. 

I.  Parts  of  the  Cow. —  The  cow  has  a  large,  broad 
head;  a  large  body  covered  with  hair;  short  legs  and  cloven 
feet. 

The  cow  has  a  short,  thick  neck,  from  which  hangs  a 
broad  piece  of  skin  called  a  dewlap. 

The  cow  has  hollow  horns;  a  broad  naked  muzzle;  no 
front  teeth  in  the  upper  jaw;  large  front  teeth  in  the 
lower  jaw;  large, broad,  back  teeth  in  both  jaws;  and  along, 
rough  tongue. 

II.  Habits. — The  cow  eats  vegetable  food  (corn,  hay,  grass^ 
roots.) 

The  cow  uses  her  long  tongue  in  getting  food. 
The  cow  is  slow  in  movement,  and  gentle. 

III.  Uses. — The  cow  gives  milk  from  which  butter  and 
cheese  are  made. 

The  flesh  is  used  for  food;  the  skin,  for  leather;  and  the 
hair,  for  mortar. 

METHOD. 

I.  In  giving  this  lesson  the  teacher  should  be  supplied  with  a 
good  picture  of  a  cow ;  also  with  a  cow's  skull,  horn,  and  hoof. 

The  teacher  shows  the  picture,  and  pupils  tell  what  it  is. 

Call  the  attention  of  the  pupils  to  the  size  of  the  head  and 
obtain  the  sentence,  The  cow  has  a  large  head. 


APPENDIX.  295 


IsText  direct  the  attention  of  the  pnpils  to  the  distance  from 
one  side  to  the  other  and  obtain  the  sentence,  The  cow  has  a 
broad  head. 

Ask  pupils  what  kind  of  head  the  cow  has,  and  obtain  the 
two   sentences   combined.  The  cow  has  a  large,  broad  head. 

Pupils  repeat  the  sentence  and  spell  all  words.  The 
teacher  should  write  the  sentence  on  the  blackboard  and 
have  pupils  read  it. 

In  a  similar  way  obtain  the  sentence: 

The  cow  has  a  large  body  covered  with  hair. 

Pupils  spell  and  the  teacher  writes  as  before. 

The  pupils  are  required  to  notice  the  length  of  the  legs 
and  make  the  sentence.  The  cow  has  short  legs. 

Show  a  cow's  hoof;  let  pupils  examine  it  closely  and  com- 
pare with  a  horse's  hoof. 

The  pupils  say.  The  cow's  hoof  is  split,  parted  or  divided. 
The  teacher  gives  the  term  cloven  and  writes  it  on  the  black- 
board. Pupils  pronounce  and  spell.  Erase  the  word  and 
have  pupils  spell  and  define. 

Write  as  in  Matter,  I.     Pupils  read. 

Cause  pupils  to  sa}^  The  cow  has  a  short,  thick  neck. 
First  require  them  to  notice  the  length  of  the  neck  and  then 
its  thickness. 

Next  lead  pupils  to  discover  that  there  is  a  broad  piece  of 
skin  hanging  from  the  neck,  and  that  this  skin  laps  the  dew 
when  the  cow  is  grazing.  The  teacher  now  tells  the  pupils 
that  because  it  laps  the  dew  it  is  called  a  dewlap.  Pupils 
learn  how  to  spell  dewlap.  ^ 

Pupils  now  tell  what  is  called  the  dewlap,  and  the  teacher 
writes  the  sentence  on  the  blackboard. 

Show  a  cow's  horu.  Let  pupils  examine  it.  By  looking  into 
it  and  dropping  something  into  it  they  discover  that  the  horn 
is  hollow. 

Pupils  spell  the  new  word  and  tell  what  kind  of  horns  the 
cow  has.     The  teacher  writes  as  before. 

Cause  pupils  to  say.  The  cow  has  a  nose  and  mouth.  Give 
the  term  muzzle^  and  write  the  word  on  the  black-board. 
Pupils  spell  And  define  the  word  muzzle. 

Pupils  discover  that  there  is  no  hair  on   the   muzzle,   or 


296  APPENDIX. 


that  it  is  naked. 

Write  the  statement  as  in  Matter,  I. 

Show  the  skull  of  the  cow.     Require  pnpils  to  examine  it 
closely  and    discover  that   there    are    no  front   teeth  in  the 
upper  jaw;  that  the  front  teeth  in  the  lower  jaw  are  lar^e; 
and  that  there  are  large,  broad,  back  teeth  in  both  jaws. 
Pupils  spell  all  words  and  the  teacher  writes  as  before. 
What  have  we  been  talking  about? 
The  parts  of  the  cow. 
Write  this  as  the  subject  of  the  lesson. 
Pupils  should  read  the  sentences  and  point  out  and  spell 
the  difficult  words. 

Erase    all   work  and     remove    picture    and     specimens. 
Give  a  thorough  review. 

II.  Ask  pupils  to  tell  what  the    cow    eats.     Many  sentences 
similar  to  the  following  will  be  given : 

The  cow  eats  hay.     The  cow  eats  grass.     The  cow  eats 
potatoes.     The  cow  eats  corn. 

From  these  obtain  the  term  vegetable. 
Pupils  are  led  to  say  that  that  which  the  cow  eats  is  food. 
I^^ow,  because  the  cow's  food  is  vegetables,  what  kind   of 
food  may  we  say  she  eats? 

Vegetable  food.     The  cow  eats  vegetable  food. 
Pupils  should  learn  how  to  spell  vegetable. 
Write  the  sentence  on  the  black-board. 
Pupils  tell  what  is  called  vegetable  food. 
The  teacher  talks  with  pupils  about  the  way  in  which  the 
cow  gets  hay,  leaves,  grass,  that  are  a  short  distance  from  her, 
and  obtains  the  sentence : 

The  cow  uses  her  long  tongue  in  getting  food. 
What  have  we  been  talking  about  in  this  lesson? 
About  what  the  cow  does.     The  teacher   gives    the  term 
habits.     Pupils  learn  how  to  spell  the  word. 

Write  the  subject  of  the  lesson  and  require  pupils  to  read. 
Erase  all  work.     Pupils  give  the  habits  of  the  cow.     Drill 
on  spelling  the  word  vegetable. 

The  plan  for  carrying  on  this  work  willij  readily  suggest 
itself  to  the  thoughtful  teacher. 


APPENDIX. 


297 


OUTLINES  FOR  COMPOSITIONS. 

Caution. — In  writing  of  animals  or  plants  the  tendency 
with  teacher  and  pupils  is  to  adhere  so  closely  to  the  scien- 
tific descriptions,  learned  elsewhere,  as  to  make  the  compo- 
sitions dry  and  uninteresting,  little  better  than  methodical 
reproductions  of  general  lessons.  This  tendency  should  be 
carefully  avoided. 

The  plan  followed  in  the  study  of  an  animal  or  plant  for 
classification,  though  by  no  means  the  only,  nor  indeed 
always  the  best,  serves  well  for  a  plan  of  a  descriptive  com- 
position on  the  same  subject;  but  in  its  elaboration,  while 
facts  and  the  plan  should  be  closely  adhered  to,  it  should  be 
the  study  of  both  teacher  and  pupil  to  keep  the  composition 
free  from  apparent  restraints  and  to  make  it  smooth,  inter- 
esting and  lifelike. 

OUTLINE  1. 


The  Camel. 


I.  Introduction. — (Some  short  anecdote  of 
a  camel,  which  the  pupils 
should  be  required  to  find.) 

"1.  Noticeable  parts  of  head, 
trunk  and  extremities. 

2.  Characteristic  and  inter- 
esting habits. 

3.  Characteristics  of  native 
country. 

4.  Adaptation  of  parts  to 
habits  and  life  in  native 
country. 

5.  Uses  and  relative  value  to 
man. 

III.  Conclusion. — (An  anecdote;  pleasures  and 
profit  attending  the  study 
of  animals;  or  any  other 
appropriate  closing. 


II.  Discussion.  < 


298 


APPENDIX. 


8 
n 

<1 


OUTLINE  2. 

(  Appearance  <(  Color,  binding,  etc. 
7-  .      ,     ..  J  Form<;  Folio,  quarto,  etc. 

j  Publishers. 
[  Author.  <(  Brief  biography. 


f  Plan,(Execiit'n) 
("Subject  Matter.  <  Leading  char- 
I  L      acters. 

.;  Style. 
I  ^  ,        (  As  a  literary  production. 


Discussion, — 


Conclusion.  < 


Relative 
Yalue. 


(  To  the  reader. 

As  compared  ( Brief  meu- 
with  o  the  r^  tion  of  lead- 
works  by  same  [  ing  works, 
author.  f  Brief    meii- 

A&   compared  I  tion     of     a 
with  works  of  <j  few  of  their 
other  authors  |    principal 
(^  works. 


The  Eye.< 


OUTLINE  3. 

C  Aqueous. 
Humors.-^  Crystalline  Lens. 
(^  Vitreous. 

{Sclerotic. 
Cornea. 
Choroid, 
Betina. 
Iris. 
Pupil. 

Protecting    fj^^^^^ 

urgans.     |^  Lachrymal  Glands. 


APPENDIX. 


'299 


OUTLINE  4. 


•S   1 

1^ 


(This  is  the  outline  of  a  graduation-part.) 

(i)  Refer  to  belief  somewhat  general,  that  the  race  is  degenerating  in- 
tellectually ;  that  there  are  not  so  great  men  now  as  in  times  past. 

(2)  Propose  to  show  that  this  belief  is  not  well-founded  ;  that  the  race 
is  improving  intellectually. 


^^ 


r      r 


Compare  Fielding  and  Dickens — showing  the  great  im- 
provement of  the  modern  novel  over  that  of  earlier  times. 
,  Compare  the  oral  history  of  the  ancients,  mingled  with 
superstitious  legends,  with  the  clear,  methodical,  concise 
histories  ot  the  present. 

Compare  Essayists  of  past  ages,  even  of  the  Addisonian 
age, with  Carlyle  and  Emerson — showing  the  advance  made. 

Show  how  the  growth  of  mind  has  given  rise  to  the  valu- 
able department  of  Literary  Criticism. 


OC/2 


42^ 

o 
c 


S  y 


IS 


'S.  <" 

Q.     U 


H.iS 


1.  Contrast  the  disadvantages  under  which  Galileo  labored 
with  the  advantages  of  Darwin,  Spencer,  Huxley — the 
latter  having  eager  multitudes  to  investigate  with  and  en- 
courage them — showing  the  great  advance  in  the  mental 
activity  of  the  masses. 

2.  Show  that  the  people  of  the  present  investigate  for  them- 
selves, and  have  not  beliefs  manufactured  for  them. 

3.  Show  how  the  masses  are  benefited  bv  the  practical  turn 
many  give  to  the  results  of  scientific  investigation . 

^4.  Allude  to  some  useful  and  important  inventions. 

^  I.  Compare  governments  of  ancient  and  modern  Europe. 
Show  how  the  masses  are  learning  to  govern  themselves. 
Show  how  the  people  are  beginning  to  decide  great 
questions. 

^  2.  Compare  Bismark,   Disraeli,  Gladstone,  Thiers,  Sumner, 
with  Frederick,  Napoleon  (as  statesman)  and  Webster. 
3.  Show   the    progress  in  political  freedom.     Allude  to  the 
ever-changing   conditions    in    European  nations.       Give 
(^     cause . 


f  I.  Compare  England  with  the  United  States;  Germany  with 
France — to  show  the  effect  of  universal  education. 

2.  Show  the  wonderful  spread  of  education   within    a  few 
(_     years. 


1.  Show  that  the  true  poet  must  wait  for  posterity  for 
fame. 

2.  Show  that  the  contemporaries  of  Homer,  Shakespeare 
and  Milton  had  little  appreciation  of  these  poets  as  com- 
pared with  the  appreciation  in  which  they  are  now  held. 

3.  Prophesy  that  there  are  modern  poets  who,  when  years 
shall  have  rolled  by,  will  stand  as  high  as  they. 


■5   (  Summary  of  proofs. 

•5  1  Statement  of  conclusion. 


l<3 


300                                     APPENDIX. 

1 

I                      DAILY    PROGRAMME 

OF 

I^IIE^SI?    OrTljSi^lZ!^:. 

MORNING. 

Time.                        Recitations.                                              Studies. 

9  to   9-10  j                      Opening  Exercises — Music. 

i 

(  A    Writing   Reading 

1  Lesson. 

j  B  Forming  Sentences 

[  with  Letter-Cards. 

'•    9-30 

C  Reading. 

rB  Reading. 

"    9-50 

A  Reading. 

J  CWriting,or  Forming 
^  Words  and  Sentences 
[  with  Letter-Cards. 

"  10 

Writing. 

"  10.05 

Recess. 

*'  10-30 

General  Lesson.                | 

"  10-35 

Recess.                                         1 

"  11 

c^-^-         Si„::iLSrf 

"  11-05 

Recess.     (C  Dismissed.) 

"  11-20 

B  Reading.                        |  A  Number. 

"  11-25 

Physical  Exercises — Marching. 

"  11-45 

A  Number.                          B  Reading. 

"  11-55 

Examination  of  Slates. 

Dismissal. 

-j^gQ                                                        AFTERNOON. 

to   1-45" 

Language. 

"    2-05 

B  Reading. 

A  and  C  Reading. 

"    2-20 

C  Reading. 

C  A  Writing. 

(  B  Number.                     j 

"    2-30 

Music. 

"    2-35 

Rec 

.ess.     (C  Dismissed. 

"    2-55 

B  Number. 

A   Reading   and  Num- 
ber. 

"    3-10 

A  Reading. 

B  Writing. 

"    3-30 

Drawing.                                                                         I 

Dismissal. 

...,. 

APPENDIX.                                       301 

DAILY    PROGRAMME 

- 

OF 

arxm^nz)  o-i^-<s^x^:e. 

! 

FORENOON. 

Time.                                        Recitations.                               Studies.                     | 

9  to    9-10 
"  :9-35 
"  10 

Opening  Exercises — Music. 
B  Reading.                          A  ISTiimber. 
A  Number.                           B  Number. 

"  10-05 

Recess. 

"  10-30 
"  10-35 

B  Number.                       |  A  Reading. 
Recess. 

•'  11 

(I)  General  Lesson.         | 

"  11-05 

Recess. 

"11-30 

A  Reading. 

(  B  Reading,  and   Re- 
<  producing    General 
1  Lesson. 

''  11-35 

Recess.                                        || 

"  11-45 
"  11-55 

Writing. 
Examination  of  Slates. 

"12 

Dismissal. 

AFTERNOON. 

1-30 

to  2 

Language. 

r  A  Reading,  and  Re- 

"    2-20 

B  Reading. 

}  producing    General 
[  Lesson. 

"    2-30 

A  Number. 

B  Language. 

"    2-35 

Recess.                                         || 

"    2-45 
«    3-05 
"    3-10 

B  Number. 
A  Reading. 

Fhysica 

A  Language. 
B  Reading. 
Exercises. 

"    3-30 
"    3-35 

Drawing. 

Dism 

issal. 

(i)  Plants,  Human  Body,  Ar 

jimals,  or  Place. 

—76- 

302                                      APPENDIX. 

DAILY    PROGRAMME 

OF 

si^TTxa:  o-iEi-A-nDE!. 

FORENOON. 

Time.                    Recitations.                                      Studies.                                  j 

9  to  9-15 

Opening  Exercises.                              | 

"    9-35 

B  ISTumber. 

A  Number. 

"  10 

A  Number. 

B  Reading^. 

"  10-05 

Eecess. 

"  10-30 

(0  General  Lesson.          | 

"  10-35 

Recess. 

"11 

"  11-05 

Biography.                        | 

Recess. 

"  11-30 
"  11-35 

Drawing.                         | 

Recess. 

"11-55 
"  12 

B  Reading.                      |  A  Reading. 
Dismissal. 

1-30                                         AFTERNOON, 

to  2 
"    2-05 

Language.                        | 

Recess. 

"    2-30 
"    2-35 

A  Reading.                      |  B  Geography. 
Recess. 

"    3 
"    3-05 

B  Geography.                  |  A  Geography. 
Recess. 

"    3-30 

A  Geography.                  |  B  Number. 

"    3-35 

Recess. 

"    4-10 
"    4-15 

Writing.                          | 
Dism 

issal. 

(i)  ZoSlogy,  Botany  or  Physiology. 

APPENDIX.                                         303 

DAILY    PROGRAMME 

OF 

i<m>TrrTz  <3-i^.^X)E. 

MORNING. 

)         Time.                        Recitations.                                               Studies. 

9  to  9-15 
"10 
"  10-05 

Spelling. 
Algebra. 

Recess. 

"  10-30 
"  10-35 

Book-keeping.                  | 

Recess. 

"11 
"  11-05 

B  Language.                    |  A  Algebra. 
Recess. 

"  11-30 
"  11-35 

A  Language.                    |  B  Language. 
Recess. 

"  11-55 
"12 

B  History.                        |  A  Language. 
Dismissal. 

1_30                                          (I)  AFTERNOON.                                                      | 

to  2 

General  Lesson.              | 

"    2-05 

Recess, 

"    2-30 
"    2-35 

A  History.                        |  B  History. 
Recess. 

"    3 
"    3-05 

B  Reading.                       |  A  History. 
Recess. 

"    3-30 
"    3-35 

A  Reading.                      |  B  Reading. 
Recess. 

"    4-10 

(2  &  3)  Natural  Science.    | 

i        "    4-15 

Dismissal. 

(i)  Rhetorical  Exercises  Friday  Afternoon. 

(2)  Music  on  Tuesdays  and  Thursdays, 

(3)  Physiology,  Zoology  and  Botany,  one  term  each. 

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